Good relationships between people are the basis of longevity. Formation of a friendly attitude towards peers Friendly attitude towards each other

Program content.

• Introduce children to the content of the story “The Ball in the Window.” Reveal the ideological meaning of the work. Learn to answer with a complete answer based on the content of the story.
• Bring children to an understanding of kindness as the basis of relationships between people. Show how nice it is to give your friends the beauty of the world. Learn to distinguish good deeds from bad. Continue to form positive relationships between people. Encourage them to do good deeds. Systematize and generalize the rules of good polite behavior.
• To foster caring, responsibility, a sense of camaraderie and involvement in common affairs, with children and peers. To cultivate not only the desire, but also the need to show kindness and consideration to others, and other humane feelings of one’s own accord.
• Create emotional contact with children by reading a work of fiction, develop imagination, emotions, and ideas. Develop intonation expressiveness of speech.

Progress of the lesson.

Children enter classes to the music (“Friendship”).

Guys, we have guests today, look at them, say hello, and now be careful. Look at me, sit down, your backs straight, your eyes looking only at me.

Guys, what's your mood?

Show me what mood you're in?

Okay, I see that you are ready to study, you are in a good mood.

Mystery:

Who is always in a hurry to help,

And in a thunderstorm, and in a rain, and in the night,

Who's coming to the birthday party?

And will he give congratulations?

And now I’ll read you A. Mitt’s work “Ball in the Window”

Ball in the window.

Kolya is sick. He’s lying in bed, there’s a compress on his neck, cotton wool in his ears, and his nose is stinging from the drops. And no one will come to visit him. It’s impossible, I might get infected.

Kolya is lying down, looking out the window. And what can you see from the third floor lying down! Only the sky. It’s rare for a plane to fly by, and it’s only heard and not seen.

And suddenly Kolya sees: the red ball has risen! To the window itself. He got up and stood by the glass. He stood there and began to twitch. Up and down, up and down. What's happened? Kolya won't understand.

I looked closer: there was a face drawn on the ball. Then Kolya guessed: “Misha probably came up with this.” Kolya felt good. It seems like nothing - a ball in the window, but Kolya lies there and imagines Misha pulling the string. And Katya is probably standing next to her and laughing. And all the guys are probably standing there, giving advice.

It's good when your friends remember you!

1. Guys, what is this story about?

2. What happened to Kolya, why can’t you visit him?

3. What did they come up with to please Kolya?

4. What words can you use to describe the guys who came to Kolya? (caring, attentive, good..)

5. What kind of mood do you think Kolya is in? When did he see the ball in the window? (he was happy, became cheerful, but was sad. And it seems to me that that’s why he recovered.)

6. What do you think?

7. Who did you like in this story and why?

Conclusion: This story shows what kind of friends Kolya has. Attentive, caring, inventive, they inflated the balloon and drew a face on the balloon to please Kolya.

Guys, you know that positive emotions influence a speedy recovery.

Guys, who do you think can be called friendly?

What kind of friendly guys are they?

A) who treat each other with respect.

B) listen to the opinions of others.

C) do not quarrel, do not swear, share toys, go to visit each other. Give gifts.

Guys, do you like to give gifts?

What gifts can you give to your friends?

Store-bought or something else?

But the most expensive gift is if you make it yourself

We are preparing a gift for children's home, gifts for moms and dads

Guys, it’s nice not only to receive, but also to give, then the other person will have double the pleasure.

Julia, do you have a friend?

Why do you consider him a friend and what do you like about him?

Guys, now we’ll take a rest.

Don't you dare quarrel

We can't live without friends

No way.

Don't abandon your friends, be responsible for them

Don't offend them

No one in the world.

Are there any friendly guys in our group?

Guys, friendship is a close relationship, affection is interesting, friendship should be treasured, people are strong in friendship, and therefore the people have composed many songs, poems and proverbs.

Guys, let’s make it a rule in our group “Always help a friend, always help a friend out.”

1. Friendship and brotherhood are more valuable than wealth

2. If you don’t have a friend, look for them, but take care of them

3. A man without friends is like a tree without roots.

4. Friends in need

5. old friend better than the new two

6. Don’t have 100 rubles, but have 100 friends

7. Always help a friend, always help a friend out

Well done

Conclusion:

Guys, a true friend known not only in joy, but also in trouble, he will always help, console, and keep him from doing something bad. Never offend, neither in word nor in deed, take care of the younger ones, help, protect those who are weaker than you. Live and act in such a way that the adults and children around you feel joyful and pleasant.

Guys, tell me what mood are you in?

Well done, I'm glad everyone is in a good mood.

Communication is of great importance in the formation of the human psyche and its development. If a person were deprived of this opportunity to communicate from birth, he would never become a civilized, culturally and morally developed citizen.

Communication with adults in the early stages of ontogenesis is especially important for the mental development of a child. At this time, he acquires all his human, mental and behavioral qualities exclusively through communication: children learn what they will use throughout the rest of their lives.

If adults provide support to a child during the first six years, then he develops much faster. In addition, the result of sincere and friendly communication between an adult and a child will be the child’s sense of trust in the world, affection for parents and other close people.

The most important types of communication among people, as is known, are verbal And non-verbal. Nonverbal communication does not involve the use of audible speech or natural language. This is communication through facial expressions, gestures and pantomimes, through direct sensory, bodily contacts. Thanks to him, a person gets the opportunity to develop psychologically even before he has mastered and learned to use speech.

Nonverbal communication contributes to the development and improvement of a person’s communication capabilities, as a result of which he becomes more capable of interpersonal contacts and opens up greater opportunities for development.

Verbal communication is inherent only to humans, and as a prerequisite it presupposes the acquisition of language.

The problem of becoming interpersonal communication associated with a lack of good manners, culture, and kindness in raising a child. Therefore, in educational work preschool institutions needs to be given Special attention exactly development of children's interpersonal communication. .

Only with their peers do children learn to be on an equal footing, which means to build special (personal, business, evaluative) relationships that they cannot have with adults. Often children strive, but do not know how to make contact, choose appropriate ways of communicating with peers, show a polite, friendly attitude towards them, observe etiquette when talking, and listen to their partner.

The proposed games, I hope, will help teachers, psychologists and parents teach children interpersonal communication skills, overcome the fear of shy and indecisive children, and develop skills joint activities, cultivate a friendly attitude towards each other.

Games to develop attention and interest in your communication partner

“Who's talking?”

Target: develop attention to the partner, auditory perception.

Children stand in a semicircle. One child is in the center, with his back to the others. Children ask him questions, which he must answer, addressing the person asking the question by name. He must find out who contacted him. The one whom the child recognizes takes his place.

"Guess who"

Target: develop attention and observation.

The exercise is performed in pairs. One child (by agreement) closes his eyes, the second one changes places with a child from another pair. The first one determines by touch who approached him and calls his name. The winner is the one who can identify the new partner with his eyes closed.

“Wish”

Target: cultivate interest in your communication partner.

Children sit in a circle and, passing a ball (“magic wand” or other), express wishes to each other. For example: “I wish you Have a good mood”, “Always be as brave (kind, beautiful...) as you are now”, etc.

“Compliments”

Target: develop the ability to provide positive attention to peers.

Children stand in a circle. The teacher, giving the ball to one of the children, gives him a compliment. The child must say “thank you” and pass the ball to his neighbor, while saying sweet words to him. The one who accepted the ball says “thank you” and passes it to the next child. Children, saying compliments and words of gratitude, pass the ball first to one side, then to the other.

“Finish the sentence”

Target: teach children to be aware of their affections, likes, interests, hobbies and talk about them.

Children stand in a circle. The teacher is the leader. He has a ball in his hands. He begins a sentence and throws the ball - the child finishes the sentence and returns the ball to the adult:

My favorite toy…
My best friend….
My favourite hobby….
My favorite holiday….
My favorite cartoon...
My favorite fairy tale...
My favorite song….

Games to develop the ability to make contact and conduct dialogue

“Tender name”

Target: develop the ability to make contact and pay attention to peers.

Children stand in a circle, passing the baton (flower, “magic wand”) to each other. At the same time, they call each other by an affectionate name (for example, Tanyusha, Alyonushka, Dimulya, etc.) The teacher draws the children’s attention to the affectionate intonation.

"Talking on the phone"

Target: development of the ability to conduct a dialogue over the phone on a relevant topic.

The teacher sets the topic (for example, congratulate you on your birthday, invite you to visit, agree on something, etc.).

“What to ask when meeting”

Target: teach children to make contact.

Children sit in a circle. The presenter has a relay race (a beautiful stick, a ball, etc.). The baton passes from hand to hand. The players' task is to formulate a question that can be asked to an acquaintance when meeting after a greeting, and to answer it. One child asks a question, another answers (“How are you living?” - “Good.” “How are things going?” - “Normal.” “What’s new?” - “Everything is the same,” etc.). You cannot repeat the question twice.

"Question answer"

Target: develop in children the ability to answer their partner’s questions.

Children stand in a circle. One of them has a ball in his hands. After saying the question, the player throws the ball to his partner. The partner, having caught the ball, answers the question and throws it to the other player, while asking his own question, etc. (“What are you in a mood?” - “Joyful.” “Where were you on Sunday?” - “Went to visit dad.” “What game do you like?” - “Traps,” etc.).

"Goodbye"

Target: teach children to get out of contact using friendly words and intonations.

Children sit in a circle and, passing the baton to each other, name the words they say when saying goodbye (goodbye, see you later, all the best, see you again, happy journey, Good night, see you soon, happily, etc.). The teacher draws attention to the fact that when saying goodbye, you need to look your partner in the eyes.

Games to develop nonverbal communication skills

“As the body parts say”

Target: teach non-verbal methods of communication.

The teacher gives the child different tasks. Show:

• as the shoulders say “I don’t know”;
• as the finger says “Come here”;
• how are the legs capricious child they demand “I want!”, “Give it to me!”;
• how the head says “Yes” and “No”;
• as the hand says, “Sit down!”, “Turn around!”, “Goodbye.”

The rest of the children must guess what tasks the teacher gave.

"Zoo"

Target: develop nonverbal methods of communication.

Each of the participants imagines that he is an animal, a bird, a fish. The teacher gives 2-3 minutes to get into character. Then, in turn, each child portrays this animal through movement, habits, behavior, sounds, etc. The rest of the children guess this animal.

“Make a gift”

Target: introduce children to non-verbal methods of communication.

The teacher depicts various objects using gestures and expressive movements. The one who guesses correctly receives this item “as a gift.” Then the presenter invites the children to make a gift for each other.

“The day comes, everything comes to life...”

Target: develop expressive postures in children, teach them to be attentive.

The presenter pronounces the first half of the opening, all participants begin to move around the room in a chaotic order. When the presenter pronounces the second half of the opening, everyone freezes in bizarre poses. Then, at the choice of the presenter, individual participants “die off” and justify the pose in an invented way.

“We say hello without words”

Target: develop the ability to use gesture and posture in communication.

Children are divided into pairs. Each couple comes up with their own way of greeting without words (shake hands, wave, hug, nod, etc.).
Then everyone gathers in a circle, and the couples take turns demonstrating how to greet each other.

Games to develop group interaction skills

"Robot"

Target: group cohesion, nurturing the ability for coordinated interaction.

Children are divided into pairs. One of the children plays the role of an inventor, the other - a robot. The robot, searching for a hidden object, moves straight, left, etc. according to the instructions of the inventor. Then the children change roles.

"Echo"

Target: teach children to be open to working with others, to obey the general rhythm of movements.

Children respond to the sounds of the leader with a friendly echo. For example, when the teacher claps, group members respond with friendly clapping. The presenter can give other signals: a series of claps in a certain rhythm, tapping on the table, wall, knees, stamping, etc. The exercise can be performed in a subgroup (4-5 people) or with the whole group of children. When performed in small subgroups, one subgroup evaluates the coherence of the actions of the other.

"Hands-legs"

Target: teach children to clearly obey a simple command; learn to keep attention on your own work, fighting the desire to repeat the movements of your neighbors.

Children need to accurately perform simple movements at the command of the teacher: for example, for one clap - raise their hands up, for two - stand up. If your hands are already raised and one clap sounds, then you need to lower them, and if the children are already standing, then you need to sit down for two claps. By changing the sequence and tempo of the claps, the teacher tries to confuse the children, training them to concentrate.

“Hold the item”

Target: develop the ability to coordinate actions with a partner.

Children are divided into pairs. Couples compete with each other. The teacher suggests holding a piece of paper with their foreheads (an inflatable balloon with their stomachs) without using their hands, moving around the group room. The pair that holds the item for the longest time wins.

"Snake"

Target: develop group interaction skills.

Children stand one after another and firmly hold the person in front by the shoulders or waist. The first child is the “head of the snake”, the last is the “tail of the snake”. The “head of the snake” tries to catch the “tail”, and then dodges it. During the game, the leaders change. IN next time The “head” becomes the child who pretended to be the “tail” and did not allow himself to be caught. If the “snake’s head” catches him, this player stands in the middle. During the game you can use musical accompaniment.

Skin-to-skin games

“Blackbirds”

Target: develop communication skills, cultivate a friendly attitude towards peers.

Children are divided into pairs and repeat the words and actions after the teacher:

I'm a thrush. (Point to themselves.)

And you are a blackbird. (Point to their partner.) I have a nose. (They touch their nose.)

You have a nose. (They touch their partner’s nose.)

My lips are sweet. (They touch their lips.)

Your lips are sweet. (They touch their partner’s lips.)

My cheeks are smooth. (Stroke their cheeks.)

Your cheeks are smooth. (They stroke their partner’s cheeks.)

“Let's join hands, friends”

Target: teach children to feel the touch of another person.

The teacher and children stand in a circle, at a short distance from each other, with their arms along their torso. You need to hold hands, but not immediately, but one by one. The teacher begins. He offers his hand to the child, standing nearby. And only after the child feels the adult’s hand does he give his free hand to his neighbor. Gradually the circle closes.

“Drawing on the back”

Target: develop skin sensitivity and the ability to distinguish tactile images.

Children are divided into pairs. One child gets up first, the other follows. The player standing behind draws an image on his partner’s back with his index finger. (house, sun, Christmas tree, ladder, flower, boat, snowman, etc.). The partner must determine what is drawn. Then the children change places.

“Stream”

Target: help children get in touch and make emotionally significant choices.

Children are randomly divided into pairs. Couples sit behind each other, holding hands and raising their clasped hands up. The one who does not have enough pair passes under the closed hands and chooses a partner. New couple stands behind, and the freed participant in the game enters the stream and looks for a mate, etc.

“Hands are dancing”

Target: help children tune in to another person and respond to his willingness to cooperate.

The game exercise is performed in pairs. It is necessary to touch your palms (a more difficult option is to use your index fingers) and, without opening your palms, perform various hand movements to dance music.

Introduction

Chapter 1. Theoretical basis nurturing kindness in children and older before school age

1 Features of developing a friendly attitude towards peers in older preschoolers

2 The importance of nurturing friendly relationships in a children's team

3 Methods and techniques for instilling a friendly attitude towards peers in older preschoolers

Chapter 2. Practical study of mastering the experience of a friendly attitude towards peers in children 6-7 years old

1 Ascertaining experiment. Research program

2 Control experiment. Analysis and interpretation

Conclusion

Bibliography

Introduction

Kindness is one of the main features of harmonious relationships with people. When people treat each other kindly, behavior will never be aggressive. Kindness means not doubting good intentions, paying attention to positive traits, and having gratitude, trust and respect for others.

The problem of fostering humane, friendly relationships in a group of preschoolers has always faced teachers. Almost all educational programs for preschool children contain a section on “social-emotional” or “moral” education, dedicated to the formation of a positive attitude towards other people, social feelings, mutual assistance, etc. The importance of this task is obvious, since it is in preschool age that the main ethical authorities are formed , individual options for relationships towards oneself and towards another person are formed and strengthened. At the same time, the methods of such education are not so obvious and represent a serious pedagogical problem.

The growth of aggressive tendencies reflects one of the most acute social problems of our society. School teachers note that aggressive children every year they become larger and more difficult to work with. Often, teachers and parents simply do not know how to cope with aggressive behavior, since traditional methods of influence do not contribute to lasting behavior change.

All parents whose children are in school know how difficult and complex the process of entering school life. The difficulties that await a child at the very beginning of school are many-sided and hide literally around every corner. A parent gapes at the crossroads of preschool and school age - and now the teacher puts his child in the “difficult” category. Those who are “...in general absolutely normal,” but do not fit into the educational system of a mass comprehensive school.

Purpose of the study- identify the characteristics of the friendly attitude of 6-7 year old children towards their peers.

Research objectives:

1. To analyze the theoretical foundations of developing a friendly attitude towards peers in children 6-7 years old.

To identify the characteristics of the friendly attitude of 6-7 year old children towards their peers.

Determine methods and techniques for mastering the experience of a friendly attitude of 6-7 year old children towards their peers.

Object of study: The process of mastering the experience of a friendly attitude of 6-7 year old children towards their peers.

Subject of study:Features of friendly relations between 6-7 year old children and their peers.

There is an obvious need to improve traditional techniques and methods, as well as to search for newer, more effective science-based methods for studying and developing goodwill in children.

When writing course work Various methodological and scientific literature was used on the issues under study.Add

1. Theoretical foundations of instilling goodwill in children aged 6-7 years of senior preschool age

.1 Features of developing a friendly attitude towards peers in older preschoolers

A child's interest in other children begins to appear very early - already in the first year of life. Kids look with curiosity at their peers in a stroller or in their mother’s arms, smile at each other, and try to touch a hand or face. However, at this age, interest in a peer is unstable, children's contacts are fleeting, the child is easily distracted and forgets about the peer. The situation changes when the baby begins to take his first steps and parts with the stroller. Now he begins to be uncontrollably drawn to where the children play. But then he finds himself next to them on the playground or in the nursery, and problems begin. Either one child will pull another by the hair, then he will step on him while passing by, or he will take away a toy. At the same time, the indignation and crying of a peer often leaves the child indifferent or causes him sincere surprise.

This treatment of a peer can be explained by several reasons. Psychologists have found that until about one and a half years of age, a child treats a peer more like a living toy than a communication partner. If planted next to a one-year-old child doll and a peer, you can see an interesting picture: the baby picks the doll’s eye, and then tries to do the same with a peer, pats the doll on the head - and repeats the same with another child. He will curiously touch his clothes, taste his fingers and perform many other actions of a purely cognitive nature. For him, a peer is still just an interesting object for research. Until almost two years of age, human and objective relationships are intertwined in children's contacts, making full communication difficult. But children do not yet have the skills to interact equally. As soon as one of them takes a toy, a conflict immediately arises. The subject overshadows the peer and becomes a bone of contention.

But gradually the children’s attitude towards each other changes. Treating a peer like a toy is replaced by a new form of interaction. Initiative in contacts is rapidly growing, actions with peers as with inanimate objects are on the decline, children’s attitude towards each other becomes more attentive and delicate. The other child is increasingly perceived as an interaction partner. In the third year of life, a special kind of contact arises between children: emotional and practical communication. Children take great pleasure in watching each other, imitating actions, tirelessly jumping, spinning, falling, tumbling, making faces, laughing, squealing and throwing toys.

At first glance, we have before us ordinary pampering, rather useless than having any significance for the development of the child. However, if you look closely at such actions, you will notice with what interest children look at each other, how they simultaneously perform the same movements, how sensitively they react to their partner’s initiative and take the initiative themselves, and finally, what pleasure such games give them. It turns out that in the course of such unique games, children learn to negotiate with each other in a language of actions that they understand and pair them with a partner, understand the state of the other and respond adequately to it, and freely express their emotions. In this way, kids receive their first lessons in communicating with peers. They don’t yet have any other ways of interacting, since they don’t know how to interact with each other’s actions with objects.

But it’s not just interaction experience that children gain in such emotional games. Looking at a peer, observing his actions and imitating him, the child seems to be looking at himself in a mirror, getting to know himself from the outside. Show a two or three year old child photographs of a child crying, laughing or playing - and he will immediately remember episodes of his life that caused the same conditions and compare himself with the depicted peer. Communication with peers at this age is one of the important ways of self-knowledge and knowledge of others, the period of formation of skills of interpersonal interaction with equal partner.

In addition to purely emotional communication, at this age the first children's contacts regarding objects gradually arise. They are still very simple in content: when playing next to each other, children sometimes exchange toys and imitate the actions of their peers. However, truly joint object-based play has not yet emerged.

So, throughout early age Children’s communication with their peers gradually takes shape and develops. And yet, during this period of childhood, the need to communicate with other children is not the main thing for the child. As soon as a toy appears between children, all attention switches to it and cheerful and joyful communication is often replaced by a quarrel. Kids do not yet know how to distribute their actions or negotiate with each other. The need to act with objects turns out to be more important for children than communication with peers.

However, this does not at all mean that children’s contacts do not need to be maintained. This is even more important if you are going to send your baby to a nursery or if he is already attending one.

Where should you start? For the youngest children, it is best to organize emotional contacts, which are accompanied by looking into each other’s eyes, smiling, and stroking. Remember how pleasant the friendly glance of your interlocutor is, how much can be expressed with a glance.

Kids love it when their mothers, fathers or grandmothers play pats, magpie-crow and other fun games with them. They can be organized with several children. If friends with a small child come to visit you, take a few minutes to play together with the kids. Sit down with them and play magpie-crow with each of them in turn so that the children can watch you play. And then organize the same game between the children, helping them move their fingers over each other’s palm, bend them, encouraging them to repeat the words of the saying. Repeat the game several times. You can play other similar games in the same way. Children will enjoy playing “horned goat”, “along a narrow path”, “tsap!”, hide and seek, and catch up. All this will contribute to the establishment of friendly relations between children and the development of the ability to coordinate actions.

Outdoor games that involve performing the same actions together are very interesting and useful for children. These games can be played with 2-3 kids at home or on a walk. For example, placing children in a circle, you invite them to jump together, stomp their feet, clap their hands, spin, showing a pattern of action and setting the rhythm of the movements, accompanying them with a nursery rhyme or song. At the same time, you need to draw the children’s attention to each other, call them by name, and praise them for how well they play together. Older children can be encouraged to come up with some movements or actions themselves so that others imitate them. It is good to include such games in small stories with elements of imagination. For example, children can spin “like snowflakes”, jump “like bunnies”, stomp “like bears”, stretch their arms upward “like flowers to the sun”, etc.

Helps bring children closer together round dance games. They are also good to organize with several kids. Even the smallest children will enjoy playing “carousel”, “blow up the bubble”, “loaf”. An atmosphere of joy, fun, a change in simple movements and their direction, repeated words-choruses, pleasant bodily sensations - all this encourages children to continue communication and enriches their communicative experience.

Even though objects and toys sometimes cause children to quarrel, they should not be excluded from interaction. The participation of an adult is also important here, helping children exchange toys, set priorities in actions, and achieve a common goal. It is best to start such games with objects that are familiar to children - this will reduce the likelihood of conflicts. Joint games with objects include, for example, games with balls that can be rolled, thrown, or pushed towards each other with a foot. An interesting game can be organized if you give two kids identical pyramids and invite them to first disassemble and assemble them themselves, and then together, giving each other rings and stringing them onto one rod. Together you can build a tower, a fence or a long train, a garage or a house using cubes. Using fishing line and large beads (pasta, rings), you can make beads for a large doll and for each other.

Children will have great fun playing with paper and paints. Lay out a large sheet of Whatman paper or a piece of wallpaper on the floor or table, prepare gouache paints, brushes or foam rubber stamps according to the number of participants in the game. Draw several houses in different corners of the sheet, tell the children that these are their houses and that they can visit each other. Invite them to dip their brushes in paint and make marks on the paper, “walking” towards each other. The same can be done with signets or even with your fingers. This game can be varied, for example, draw a lake on paper or forest clearing with trees and with the help of the same visual arts together draw fish in the lake or birds in the trees. You can also trace children's hands with a pencil or felt-tip pen, and the kids will compare them.

Joint games can be organized with sand, making Easter cakes from it using molds, making slides or tunnels, with water, launching boats to each other or bubble.

To expand the experience of communicating with other children, it is very useful to read books together. Kids, together with an adult, can look at the illustrations, name the drawn objects, and exchange impressions. This will contribute not only to the development of communication, but also to the children’s speech.

When helping children make connections, try to participate in joint play as an equal participant. Support the kids’ initiative, rejoice with them at the result obtained, draw their attention to each other’s actions, and encourage expressions of sympathy. Try to praise your children and involve each other in praising. After all, the most important thing in friendship is a kind and attentive attitude.

To the center of modern educational process the personality of the child with its inherent originality of character and behavior is identified. The goal of the educational process is the development of the humanistic orientation of the individual in relation to people, starting from preschool age (L.K. Artemova, T.K. Akhayan, T.I. Babaeva, R.S. Bure, V.K. Kotyrlo, V. A. Sitarov, S.G. Yakobson, etc.). Humanistic orientation is a set of moral and psychological properties of a person, expressing a conscious and empathetic attitude towards a person (V.V. Abramenkova). As a personality quality, humanity is formed in the process of relationships with other people. In all centuries, such human qualities as benevolence, mercy, selflessness, the ability to sympathize, and contribute have been valued.

The greatest thinkers - Democritus (c. 470 BC), Socrates (469 BC), Aristotle (384 BC) and others, formulated the first pedagogical ideas and recommendations moral education children. Ancient philosophers imagined man as the center of fundamental virtues. Even the concept of “kalocagathia” has emerged, i.e. a harmonious combination of external physical and internal spiritual merits of a person as an ideal of education. According to philosophers of all times, it is extremely important to develop the spiritual world of man in accordance with the criteria of Harmony, Goodness, and Beauty. Their works emphasize the idea that the sources of personality development lie within itself, but for effective growth, favorable conditions are required that stimulate and facilitate development in accordance with the named criteria. In domestic pedagogy, the problem of nurturing humane and, therefore, friendly relations has traditionally occupied a prominent place. Analysis of the views of teachers and thinkers in Russia, M.V. Lomonosov, A.N. Radishcheva, L.N. Tolstoy, K.D. Ushinsky et al., made it possible to discover the presence in the views of the concept of “personal orientation” as a manifestation of children’s benevolent attitude towards others under the influence of formed moral feelings.

From the time of Democritus to the present day, the development of benevolent human relations is the main task for the formation of morality and occupies a leading place in pedagogical system.

Research materials in the field preschool pedagogy testify not only to the need, but also to the possibility of fostering a humane, and, consequently, friendly attitude towards peers. Research has shown that children's relationships are an area of ​​moral education that needs to be addressed in order not to miss a favorable period of personality development.

Considering that the social orientation of the individual is manifested and formed in relationships (V.N. Myasishchev), it is extremely important that humane relationships are dominant, one of the important components of which is goodwill. Friendly relationships are a product of the socially determined content of communication. Communication, being the most important social need of a developing personality, is inseparable from relationships. Research has shown that the senior preschool group is a complex social organism in which general and age-related socio-psychological patterns operate. In the process of intragroup communication, children enter into Various types relationships with each other. Researchers believe that in preschool group the predominant system is personal emotional relationships that arise in the process of communication, play and other activities.

.2 The importance of nurturing friendly relationships in a children's team

Practice of working with children in children's groups and studying the works of psychologists V.V. Abramenkova, L.N. Bashlakova, D.P. Lavrentieva, M.I. Lisina, L.P. Pocheverina, E.V. Subbotsky, etc. on the problems of relationships between preschoolers in a team show that there are complex relationships between children that bear the imprint of real social relations that take place in “adult society”.

Children are drawn to their peers, but when they find themselves in a children's society, they are not always able to establish constructive relationships with other children.

Observations show that relationships often arise between children in a group, which not only do not form humane feelings in children towards each other, but, on the contrary, give rise to selfishness and aggressiveness as personality traits.

In each group there are usually several extremely active children, whom teachers often consider the “core” of the group, support and rely on them in their teaching activities. On the other hand, there are children in the group who are, as it were, subordinate to the former. Such “polarization” has a detrimental effect on the personal development of both. The former develop increased self-esteem, the desire to be ahead of everyone at any cost, cruelty towards more passive children. Those children who are not part of the “core” develop either servility, the desire to secure the protection of the “main thing” at any cost, or isolation, distrust of people, etc. Such children feel insecure and uncomfortable in a peer group and are often very reluctant to join a children's group.

In the psychology of relationships, it is noted that preschool age is the initial stage of the formation of relationships between children.

One of the basic needs of preschool children is the need for communication, which is satisfied when the child has contact with peers.

Already in the third year of life, relationships between children become selective: with certain children younger preschoolers They play, talk, and share toys more often, although they still cannot explain their attraction to this or that child, and do not make any demands on the personal qualities of their peers. “The object of friendship at this age often changes. However, this period of friendship is important and necessary, because... It is from this that, in middle preschool age (4-5 years), fully conscious friendships grow.

In children aged 4-5 years, one can observe paired friendships characterized by the depth of sympathy. The content of friendly relationships is enriched, and their motives change. The main motive and condition for the emergence of friendships throughout preschool age is play, where the child learns the norms and rules of behavior, learns to interact with other children so that their relationships regarding the game and the game itself last longer.

But in the middle (4-5 years) and, especially, in the older (6-7 years) preschool age, along with play, the personal merits of peers, their skills, abilities, and knowledge begin to acquire great importance. Children of the fifth year of life not only have friends, but can also motivate the choice of a friend.

True, children do not note personal qualities that are attractive to them, but only external manifestations. This is explained by the child’s inability to analyze his own feelings.

At the junction of middle and senior preschool ages, a significant restructuring of friendships occurs. Children are already trying to explain the very concept of “friendship”. They attach great importance to the moral qualities of their peers and show constancy and affection in friendship. Children begin to evaluate each other's actions and even try to understand their motives.

Research has found that girls are less likely than boys to show humane attitudes toward peers in various situations and in joint activities. Girls, more often than boys, diverge in verbal and real behavior in a situation of joint activity (they say one thing and do another).

Boys are more oriented toward their peer group, i.e. the opinion and assessment of peers are more significant for them than the opinion and assessment of an adult.

Girls, on the other hand, are more oriented toward adults, their opinions and assessments, and want to meet the standard set by adults.

Most preschoolers are characterized by a positive assessment of themselves and a positive self-image. And children do not want to lose this image.

By the age of five, most preschoolers clearly know what is good and bad in relationships, i.e. they have knowledge of behavioral norms.

In a situation where the teacher does not deal with relationship problems, or does so ineptly, in most children under six years of age, verbal behavior diverges from real behavior. In the same situation, the majority of children under six years of age are characterized by situational behavior and variability of behavior in the same cases.

The transition to compliance with behavioral norms does not occur gradually, but always in the form of a qualitative leap from systematic violations to sustainable compliance with behavioral norms.

Preschool children have different levels of understanding of the rules of relationships, and different levels of mastery of these rules in real communication with peers. Rules by themselves do not determine relationships for children.

More important is the style of communication between an adult and a child. If an adult implements an altruistic style of communication towards children (a value-based attitude towards oneself and towards another person), then truly humane, moral and selfless relationships develop between children. The child’s moral self-esteem becomes a regulator of his relationships with other people.

The turning point is the age of five years. This is a sensitive period for the formation of moral self-esteem and moral self-awareness. The conflict between the awareness and assessment of one’s selfish actions as improper, and the desire to be like an adult who acts as the embodiment of goodness for the child, reaches its culmination point, and the result of this contradiction is the emergence in the child of elements of moral self-esteem and a moral sense based on this motive. selfless behavior.

Based on practical observations of the development of relationships between children and our own ideas about the formation of these relationships, we assume that the formation and development of relationships is influenced by the following factors: relationships between adults, relationships between adults and children, the level of mastery of children's activities, age-psychological characteristics of the child , its development emotional sphere.

The development of subjectivity in relationships is a long and difficult process where a person develops himself and develops his relationships.

It is very important to encourage a teacher, an adult, to reflect on their relationships and take a reflective position in relation to others.

If a teacher does not reflect on his relationships, does not develop himself, does not develop his relationships, he is a brake on the development of relationships in children's society. The child must gain new relationship experiences every day. The teacher’s task is not to interfere with the child’s entry into different types relationships. Quarrels, conflicts, different situations should be played out by children, encouraging the child to reflect on his behavior. This is a powerful regulator of relationships, a way of understanding these relationships.

The problem of fostering humane, friendly relationships in a group of preschoolers has always faced teachers. In most existing programs, the main method of social-emotional education is the acquisition of moral standards and rules of behavior. Based on the material of fairy tales, short stories and dramatization, children learn to evaluate the actions of heroes, the qualities of characters, and begin to understand “what is good and what is bad.” It is expected that such an understanding will cause the child to act accordingly: for example, having learned that sharing is good and greedy is bad, he will strive to be good and begin to give away his candy and toys. However, life shows that this is far from the case. Most children, already at 3-4 years old, correctly assess the good and bad deeds of other characters: they know perfectly well that they need to share with others, give in and help the weak, but in real life their actions, as a rule, are far from the conscious rules of behavior. In addition, benevolence and responsiveness do not at all come down to following certain rules of behavior.

Another form of moral education is the organization of joint activities of preschoolers - playful or productive. In these methods, children build common houses, draw pictures or act out stories together. It is assumed that in such joint activities, children learn to coordinate their actions, cooperate, and develop communication skills. However, often such activities for children end in quarrels and dissatisfaction with the actions of their peers. The fact is that in the absence of attention to a peer and sensitivity to his influences, the child will not coordinate his actions with him. Evaluations of his actions (fixed in verbal definitions) usually precede the vision and direct perception of another, which reduces the peer’s personality to ideas about him. All this “closes” the other and contributes to isolation, misunderstanding, resentment and quarrels. Possession of attractive objects and superiority in subject activity are a common cause of children's conflicts and a traditional form of demonstrating one's own self.

It is obvious that a humane attitude towards others is based on the ability to empathize, to sympathize, which manifests itself in a wide variety of life situations. This means that it is necessary to cultivate not only ideas about proper behavior and communication skills, but also, above all, moral feelings that allow you to accept and perceive other people’s difficulties and joys as your own.

The most common method of developing social and moral feelings is awareness of emotional states, a kind of reflection, enrichment of the vocabulary of emotions, and mastery of a kind of “alphabet of feelings.” The main method of education of moral feelings, both in domestic and in foreign pedagogy are the child’s awareness of his experiences, self-knowledge and comparison with others. Children are taught to talk about their own experiences, compare their qualities with the qualities of others, recognize and name emotions. However, all these techniques focus the child’s attention on himself, his merits and achievements. Children are taught to listen to themselves, name their states and moods, understand their qualities and strengths. It is assumed that a child who is self-confident and well understands his experiences can easily take the position of another and share his experiences, but these assumptions are not justified. The feeling and awareness of one’s pain (both physical and mental) does not always lead to empathy for the pain of others, and a high assessment of one’s merits in most cases does not contribute to an equally high assessment of others.

In this regard, there is a need for new approaches to the formation of interpersonal relationships among preschoolers. The main strategy of this formation should not be a reflection of one’s experiences and not strengthening one’s self-esteem, but, on the contrary, removing the fixation on one’s own Self through the development of attention to another child, a sense of community and involvement with him. This strategy involves a significant transformation of value guidelines and methods of moral education of children that exist in modern preschool pedagogy.

IN Lately the formation of positive self-esteem, encouragement and recognition of the child’s merits are the main method of social and moral education. This method relies on the confidence that early development self-awareness, positive self-esteem and reflection provide the child’s emotional comfort and contribute to the development of his personality and interpersonal relationships. Such upbringing is aimed at reinforcing the child’s positive self-esteem. As a result, he begins to perceive and experience only himself and the attitude of others towards him. And this, as shown above, is the source of most problematic forms of interpersonal relationships.

Such fixation on oneself and one’s own qualities closes the possibility of seeing another. As a result, a peer often begins to be perceived as something other than equal partner, but as a competitor and rival. All this creates disunity between children, while the main task of moral education is the formation of community and unity with others. The strategy of moral education should involve the rejection of competition and, therefore, evaluation. Any assessment (both negative and positive) focuses the child’s attention on his own positive and negative qualities, on the advantages and disadvantages of another and, as a result, provokes comparison of himself with others. All this gives rise to a desire to please an adult, to assert oneself and does not contribute to the development of a sense of community with peers. Although this principle is obvious, it is difficult to implement in practice. Encouragement and reprimand are firmly established in traditional methods of education.

It is also necessary to abandon the competitive nature of games and activities. Competitions, competitive games, duels and competitions are very common and widely used in practice. preschool education. However, all these games direct the child’s attention to his own qualities and merits, give rise to vivid demonstration, competition, orientation to the assessment of others and, ultimately, disunity with peers. That is why, in order to form a moral principle, it is important to exclude games containing competitive moments and any forms of competition.

Often, numerous quarrels and conflicts arise over toys. As practice shows, the appearance of any object in a game distracts children from direct communication; a child sees a peer as a contender for an attractive toy, and not as an interesting partner. In this regard, in the first stages of the formation of humane relations, one should, if possible, abandon the use of toys and objects in order to maximally direct children’s attention to their peers.

Another reason for quarrels and conflicts is verbal aggression (all kinds of teasing, name-calling, etc.). If a child can express positive emotions expressively (smile, laugh, gesture, etc.), then the most common and in a simple way The manifestation of negative emotions is verbal expression (swearing, complaints, etc.). Therefore, the work of the teacher, aimed at developing moral feelings, should minimize the verbal interaction of children. Instead, conventional signals, expressive movements, facial expressions, etc. can be used as means of communication.

In addition, this work must exclude any coercion. Any coercion can cause a reaction of protest, negativism, and isolation.

Thus, the education of moral feelings in the first stages should be based on the following principles:

Non-judgmental. Any assessment (regardless of its valence) contributes to fixation on one’s own qualities, strengths and weaknesses. This is precisely what determines the ban on any verbal expression of a child’s relationship with a peer. Minimizing verbal appeals and switching to direct communication (expressive, facial or gestural means) can promote non-judgmental interaction.

Refusal of real objects and toys. As practice shows, the appearance of any object in the game distracts children from direct interaction. Children begin to communicate “about” something and communication itself becomes not a goal, but a means of interaction.

Lack of competitiveness in games. Since fixation on one’s own qualities and merits gives rise to intense demonstrativeness, competition, and an orientation towards the evaluation of others, it is necessary to exclude games that provoke children to display these reactions.

moral goodwill preschooler peer

1.3 Methods and techniques for instilling a friendly attitude towards peers in older preschoolers

The problem of ethical development, or formation moral qualities the personality of preschoolers has always been a priority for teachers. As sociological studies conducted among parents and educators show, both of them consider kindness and responsiveness to be the most valuable qualities of children, despite their passion for early intellectual development. Almost all educational programs for preschool children contain a section that is specifically devoted to the education of moral qualities of the individual, although the subject of such education can be called differently: “social-emotional” education, or “moral” education, or the formation of a humane attitude towards other people and etc. The importance of this task is obvious. It is in preschool age that the main ethical authorities are formed, the foundations of personality and attitude towards other people are formalized and strengthened. At the same time, the methods of such education are far from so obvious and pose a serious pedagogical problem.

How can you teach a child to be kind?

At what age should children begin to develop a humane attitude towards others? Is it even possible to cultivate moral qualities, or are they inherent in nature and are not subject to pedagogical influences?

Many domestic psychologists and teachers tried to answer these questions. A significant number of studies are devoted to the problems of the formation of moral and moral foundations of the individual, their origins, development and possibilities of correction.

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

Education of moral habits;

Example of an adult or other children;

Targeted observations of adults working or children playing;

Organization of joint activities;

Cooperative game.

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 present time is characterized by extreme variability and variety of programs preschool education. We will focus on the most popular programs approved by the Ministry of Education of the Russian Federation. These include: “Development”, “Rainbow”, “Golden Key”, “Childhood”, “Friendly Guys”, “Origins”. When analyzing programs, we will be interested not in the specific content and overall effectiveness, but in the focus of a particular program on the moral education of the 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.

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 self-values ​​of the preschool period of development and the concept of L.A. itself. Wenger on the development of abilities. Accordingly, the goals of this program are the development of mental and artistic abilities, and also specifically preschool types activities.

The authors of the program do not set themselves a special task of moral education of children, believing 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 the lack of interest of the authors in the development of emotional and personal relationships between children, the program contains the prerequisites for the development of these relationships through play, visual activities and familiarization with fiction. However, the question of whether moral development is truly achieved by these means remains open. Therefore, to judge the degree of effectiveness of this program for moral development It's hard enough. It can be assumed that it is more likely determined by the personality of the teacher than by the content of the program itself.

The Rainbow program is currently quite popular. This - comprehensive program upbringing, education and development of children. It is aimed at solving three main tasks: promoting health, the full mental development of each 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).

At the same time, it should be noted that the program suffers from insufficient development of practical means to achieve the noble goals and objectives that it sets. Behind the detailed and justified setting of goals and general ways to solve them there is no description of specific pedagogical methods and methods for achieving them.

The “Golden Key” program developed by E.E. is now quite popular. and G.G. Kravtsov. The scientific basis of this program is put forward by L.S. Vygotsky’s “principle of the unity of affect and intellect.” The goal of the program: “to achieve organic unity of conditions that provide children with the most complete, age-appropriate development and at the same time emotional well-being and a happy, joyful life for every child.”

The essence of this provision is that the emotional-volitional and cognitive development of a child cannot be carried out in isolation; these two lines child development are interdependent and must constitute an organic unity. The authors rightly emphasize that in preschool age intellectual development subordinated to the development of the emotional sphere; It is the emotional appeal and richness of the material that ensures its assimilation and cognitive development children. Based on this, the task of education is to maximize the saturation of children’s lives with a variety of exciting events.

In kindergarten, children are grouped into groups of different ages (from 3 to 10 years), according to type big family. Each group is expected to have between 15 and 25 people, with an equal number of children of all ages. According to the authors of the program: “the solution to most educational problems, as well as the development of the main body of knowledge, practical skills and abilities, occurs in children of different ages communicating with each other and with teachers, in balanced collective, micro-group and individual activities, in a variety of games and theatrical performances, in planned and unexpected events».

The main emphasis is on the development of knowledge, skills and abilities. In the “Criteria for assessing the development of children by the end of the year,” the results of the development of the emotional sphere are mentioned only in passing, and even then only in the first and last years.

Having proclaimed the development of the child’s emotional sphere as the central goal of the program and subordinating the development of other spheres to it, the authors of the program do not offer any special methods such development. The main method emotional development the creation of special living conditions for children in one group, as well as the organization of vivid impressions and events.

Recently, comprehensive educational program“Childhood”, developed by the team of the Department of Preschool Pedagogy of the Russian State Pedagogical University. 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: “Feel-Cognize-Create.” Accordingly, the problem of the emotional development of a 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, and the readiness to show 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;

a positive assessment of real manifestations of humanistic behavior, an 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. The teacher explains the reasons causing the peer’s emotional distress and is directly involved in the interaction of children, demonstrating ways to show responsiveness.

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

Currently, a basic program of a new type, “Origins,” is being actively introduced into kindergartens. The goal of the program is the comprehensive and complete development of the child, the formation of universal, including creative, abilities to a level corresponding to age-related capabilities and requirements modern society.

One of the four lines of development of a preschooler (along with physical, cognitive and aesthetic) is social and personal development. The basis for such development is the child’s communication with adults and peers, which is “the main condition for the child’s assimilation of universal moral values, national traditions, citizenship, love for his family and homeland, as the basis for the formation of his self-awareness.”

For each age, the program has specific tasks social development, as well as options for implementing these tasks in practice.

The tasks of social development are, on the one hand, the development of moral consciousness (distinguish emotional states adults and children, to form ideas about what is good and what is bad, what is possible and what is not), and on the other hand - in the formation of communication skills (greet and say goodbye kindly, politely make requests, etc.).

It should be noted that the authors of the “Origins” program repeatedly emphasize the importance of nurturing a child’s friendly relationships with adults and peers. The main method of forming benevolent relationships is to encourage an adult and give him a positive assessment. The mechanism of social learning is paramount here.

Summing up our brief overview methods of moral education, it can be noted that in most of the programs reviewed there is a significant discrepancy 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. Despite the fact that the main task of education in most programs is the development of moral feelings and humane relationships between children, the main methods in all programs remain, on the one hand, the formation of communication skills, and on the other, correct assessments and moral judgments. It is assumed that both the formation of behavioral skills and knowledge moral standards is the key to moral development. However, it is not.

The formation of communication skills and “moral habits” involves the automatic reproduction of a rule or pattern of behavior in a known situation. This is achieved, on the one hand, by imitation of a model (sample), and on the other, through encouraging correct and condemning incorrect actions (i.e., teaching). The result is something like a moral stereotype (or skill) that the child learns to use automatically in appropriate circumstances. This action occurs outside of the child’s consciousness, which leads to the fact that he does not distinguish between correct and wrong actions. Apparently, such a distinction is necessary for moral development.

Another method of education is the formation of moral assessments and judgments: ideas about good and evil, norms of moral behavior, right and wrong actions. This method assumes that moral ideas develop into the motives of the child’s own actions and become the guarantee and source of his altruistic behavior. This method is the most understandable and attractive from a pedagogical point of view, since it involves traditional and accessible pedagogical means: “explanation”, reading literature, giving positive examples, etc.

So, as a result of considering the existing methods of moral education, we see that these methods are rather monotonous and not specific enough.

Despite the fact that the main task of moral education is the development of the child’s feelings, the main methods of education are, on the one hand, the development of communication skills and abilities, and on the other, the child’s moral judgments. Moral feelings are thought to be the result or sum of behavioral skills and moral judgment. However, does this situation correspond to reality?

Chapter 2. Practical study of mastering the experience of a friendly attitude in children 6-7 years old towards their peers

.1 Ascertaining experiment. Research program

1 . To identify the characteristics of a friendly attitude towards peers by children 6-7 years old.

2 . Analyze practice preschool work aimed at mastering the experience of a friendly attitude towards peers in children 6-7 years old.

Research base

Amount of children:

To solve the first problem, we used the diagnostics of Repina G.A.

As you know, preschool childhood is an important period in the development of children. This period provides many advantages in personality formation, socialization, as well as socio-communicative development.

In a preschool educational organization, children gain experience in establishing relationships with peers, younger and older children, and adults. For example, very often grievances and conflicts appear in relationships between children, as a result of which there is a possibility of a change in the child’s social status and a change in the system of relationships with peers as a whole, which affects the development of his personality, as well as changes in the child’s position in the group. This is why “stars”, “accepted”, “rejected” appear among children. Consequently, the development of friendly relationships in preschool children becomes an important issue.

At the present stage, the task of developing friendly relationships is considered within the framework of the social and communicative development of the Federal State Educational Standard (hereinafter referred to as the Federal State Educational Standard). For example, the standard notes the following psychological and pedagogical condition: teachers should pay attention to the formation of a positive and friendly attitude between children, as well as the interaction of children in different types activities. It can be argued from this formulation that the problem we are studying of the development of friendly relationships in children is relevant and is considered at the level of mandatory requirements for preschool education. Based on the above, we consider it important to analyze preschool education programs and trace the points reflected in them, dictated by the requirements of preschool education, which relate to the problem of our research.

Most kindergartens in Kirov operate according to the following programs: “Childhood: An exemplary educational program for preschool education” (T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva, etc.); “From birth to school. Exemplary general educational program for preschool education" (N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva); “Rainbow: a program for the upbringing, education and development of children from 2 to 7 years old in kindergarten"(T.I. Grizik, T.N. Doronova, E.V. Solovyova, S.G. Yakobson; scientific advisor E.V. Solovyova). Let's analyze educational field“Socio-communicative development”, presented in each of the above programs, and as criteria for analysis we identified: goal, objectives, content of work on socio-communicative development with children 5-6 years old, with children 6-7 (8) years old , methods, techniques and means. Table 1 presents an analysis of preschool education programs.

Table 1

Analysis of preschool education programs

Criteria	Common and different features of the analyzed programs
	General	Difference
	In the “From Birth to School”, “Rainbow” and “Childhood” programs, the conditions created in the group must be equal for all pupils	In the “Childhood” and “From Birth to School” programs, the goal is to foster a humane attitude towards others. The “From Birth to School” program emphasizes the development of friendly relationships, the “Childhood” program emphasizes positive socialization, and the “Rainbow” program emphasizes a comfortably developing community of children.
	The “Childhood” and “Rainbow” programs highlight the task of nurturing friendly relationships among children. The “Childhood” and “From Birth to School” programs have common goals of developing experience in cooperation with adults and peers and instilling moral and ethical qualities.	The Rainbow program highlights the task of creating a positive atmosphere in the group through the organization of good traditions: holidays, leisure activities, etc. The “Childhood” program emphasizes a humanistic orientation, and the “From Birth to School” program emphasizes the assimilation of norms and values.”
	The “Childhood” and “From birth to school” programs have different content for children 5-6 and 6-7 years old; In addition, the content includes tasks for the formation of moral qualities and the ability to negotiate. In the “Childhood” and “Rainbow” programs for children 5-6 years old, the formation of friendly relationships is emphasized; for children 6-7 years old, tasks are solved with the support of the pupils’ teacher. Common to all programs is the development of joint activities, assessment of each group member and oneself.	The Rainbow program has general content for children 5-6 and 6-7 years old, and the emphasis is on developing the ability to accept criticism. The “From Birth to School” program emphasizes the formation of qualities: modesty, empathy, responsiveness, etc.

So, in the programs we analyzed “Rainbow”, “From birth to school”, “Childhood”, the importance of developing friendly relationships is noted, namely: the need to maintain an atmosphere of a humane and friendly attitude towards people; developing a respectful attitude towards elders; development of friendly relations with peers, formation of a caring attitude towards younger children. Much attention is paid to solving the problem of developing friendly relationships in the works of such researchers as: T.N. Babaeva, Ya.L. Kolominsky etc. These studies emphasize that friendly relationships develop in children through the activities of children through communication with each other. The works also note the importance of the fact that teachers must maintain a comfortable psychological environment and the creation of instructive situations that allow one to accumulate relationship experience.

Many researchers reveal in different ways the structure and manifestations of benevolent relationships, as well as the means of developing benevolent relationships (see Table 2), in this regard, we will consider these aspects in more detail.

table 2

The structure of benevolent relationships

Researcher	The structure of benevolent relationships				Demonstrating a friendly relationship				Means of developing friendly relationships
	Humanistic character	Recognizing each other's rights and obeying rules	Negative evaluation of one's “bad” actions	Manifestation of positive emotions in actions	Children's passion for each other	Politeness in communication	Responsiveness to the joys and sorrows of peers	Providing all possible assistance	Favorable, positive atmosphere	Communication skills	Ways to resolve conflicts
T.I. Babaeva
Yu. Vasilkina
O.M. Gostyukhina
T.I. Erofeeva
HE. Efimova
Ya.L. Kolominsky
M.I. Lisina
A.A. Neverova
N. Tsarenko
S.G. Jacobson
Total number of elections

Thus, the majority of researchers (seven out of eleven researchers) include the acceptance of equal rights of peers and general rules and positive emotional orientation of behavior (six out of eleven researchers). As for manifestations of benevolent relationships, eight out of eleven researchers include responsiveness to the joys and sorrows of peers. As it turned out, not all researchers in their works consider the means of developing friendly relationships, but four researchers consider a favorable, positive atmosphere as a means, in addition, three researchers attribute developed communication skills as a means, and two researchers consider knowledge of ways to resolve conflicts.

Many studies note the importance of the development of a friendly attitude in preschool children, but in the literature we studied there is no generally accepted definition of the concept of “friendly relationship,” so we tried to give its author’s understanding.

A friendly relationship is positive attitude children to each other, which involves the child's openness to the people around him, as well as helping other children, even if their views, opinions and interests differ from his own. A friendly relationship is also reflected in the development of a sense of emotional attachment between children, causing sympathy and empathy between children.

We believe that an important link in the development of friendly relationships between children and peers is meaningful communication. Children of older preschool age constantly communicate in different types of activities, but most often communication and interaction occur in play.

At the present stage, in addition to games, training is becoming increasingly popular in working with children. HE. Istratova notes that there is a deep connection between training and children's games. The common features between them are: the teacher’s attitude, rules, the nature of competition, the unexpectedness of the result, the importance of participation over the end of the game, but also the great psychological meaning of creative living, leading to the acquisition and accumulation of experience.

G.K. Selevko views training as a psychological lesson conducted with a group of people, under the guidance of a trainer, during which personal skills are developed, aimed at understanding oneself and others. The classification of trainings includes training games, which include a combination of:

Situational role-playing - represent the playing out of sketches with various roles, sometimes with diagnostic significance;

Didactic - allows you to solve the educational problem of increasing the level of socio-psychological competence;

Creative - allow you to develop creative communication;

Organizational and activity-based - allow participants to go beyond their ideas about their skills;

Business - allow you to develop labor skills and abilities;

Simulation - allow you to play out (practice) any actions in a situation different from the real one.

Currently, the concept of “training”, its organization and implementation are disclosed in great detail, but “training games”, as one of the methods in training, including situational role-playing, didactic, creative, simulation games, have not been studied enough. Based on the definitions of the concept of “training”, we tried to reveal and characterize the concept of “training game”.

Training games - specially organized interactive games, conducted in comfortable, favorable conditions, facilitating the opening of its participants to each other, the establishment of friendly relations between them, thanks to the presence of greeting and farewell rituals, working out various techniques communication and conflict resolution, as well as the presence of traditions developed jointly by children, united in small subgroups with a constant composition.

The training game provides the opportunity to create a comfortable, favorable psychological background, an atmosphere of relaxation and safety. These opportunities, combined with specially organized pedagogical situations, can have a beneficial effect on the development of friendly relationships.

Proper organization of training games will become a full-fledged means of developing friendly relationships. In this regard, it is important for the leaders of children's groups to consider the possibility of using a training game in the development of friendly relationships among preschool children. Therefore, the question arises about what pedagogical conditions need to be created for fruitful work with children through training games to develop friendly relationships. We will reveal them in Table 3.

Table 3

Pedagogical conditions for organizing training games

	Pedagogical conditions for organizing training games	Researchers									Number of selections
		V.S. Ageev	E.V. Belinskaya	I.V. Vachkov	T.S. Gulyaeva	Yu.N. Emelyanov	HE. Istratova	R.R. Kalinina	E.I. Nikolaev	GK. Selevko
	Conduct training games starting from senior preschool age
	Systematicity, regularity
	Availability of a permanent group (from 7 to 9 people)
	Correct spatial organization
	Variety of benefits, equipment
	An adult is a direct participant in the game
	Getting feedback
	Development of common rituals: greeting, farewell, etc.
	Climate of psychological safety
	Providing assistance in establishing relationships, excluding the emergence of “rejected” children
	Involving all children in the group in games
	Compliance with the principles of group work
	Training games should satisfy the child’s need to communicate, interact and express feelings and emotions in socially acceptable ways.
	The teacher must exclude censure and imposition of his subjective position
	Objectivity of assessment
	Training games should introduce the rules of communication in a group
	Training games should give children the opportunity to use their knowledge about friendship, the rules of communication, and mutual assistance.

Thus, from the number selected by the majority of researchers pedagogical conditions, for fruitful work with children, it is necessary to adhere to the following: creating conditions for effective feedback; organization of a comfortable emotional background in the group; adherence to a number of principles of group work; avoid censure and imposition of one’s subjective position on the part of all members of the training games; presence of a permanent group (from 7 to 9 people); involvement of all children in the training group in the activities; correct spatial organization; development of common rituals: greeting and farewell; satisfying the child’s need for communication and expression of feelings and emotions.

In conclusion, I would like to note that the training game is a means of comprehensive education and development of children, including the development of friendly relationships. The main feature of the training game is that it represents a projection of the world around the child, events, relationships between people, allowing you to replenish childhood experience, and then use the acquired and practiced skills in Everyday life. In training games, the child has the opportunity to compare himself with other children and contrast himself with peers, which turns into the child’s internal experiences. All this makes it possible to develop friendly relationships between children.

Let's talk about goodwill, that's our topic today. We'll talk about the meaning, synonyms, and why it's better for people to believe first.

Meaning

To understand the noun "benevolence", you need to turn to the corresponding adjective. The dictionary tells us that the meaning of the latter is: “Desiring good, willing to promote the welfare of others, benevolent.”

Accordingly, the noun “goodwill” is a certain quality of personality or communication with a certain person. There are people in the world who are initially well-disposed towards everyone until a person disappoints them. This happens quite often. And it also happens that a person does not disappoint, then goodwill is a quality that remains long years. You could even say that this is a measure of relationships: if a person manages to get along with some people, in other words, maintain goodwill towards them, then such friends should be valued, because friendship is a rare bird, especially in adult life.

Synonyms

Of course, an analysis of the meaning of the word “benevolence” will not be complete without linguistic analogues. We can't miss them, so here they are:

• location;
• favor;
• benevolence;
• friendliness;
• courtesy;
• friendliness;
• friendliness.

A lot of wonderful words are in the Russian language to replace our object of study on occasion, and all of them will express a favorable attitude towards a person or people.

For example, it is not bad if a young teacher has a favorable attitude towards his first class. Of course, being a teacher means working hard, and when the time comes, he may be very tired of the work and its routine, but as long as he has enthusiasm, there will be goodwill, this is quite obvious.

Why do you need to be kinder?

Benevolence is a valuable quality when it comes to communication. Both animals and people love affection. There's nothing wrong with being kinder friend to friend. Another thing is that people are going crazy from lack of money, endless race and competition. Let's put it bluntly: modern world- this is not the best soil for politeness and goodwill. But you still need to be tactful, although it can be difficult.

But it’s okay, because difficulties strengthen you. It’s easy to push a person away, but then to convince him that you are a good person is difficult. Therefore, it is better to start with goodwill - this a win-win. If something goes wrong, you can always avoid communicating with this or that person, but people need to be given at least one chance.