Sociocultural situation in modern Russia characterized by researchers as a global spiritual and moral crisis. Increased aggressiveness, emotional deafness, isolation on themselves and their own interests are increasingly observed in children. Under these conditions, the moral education of the younger generation becomes the most important task of society and requires the development of new forms of organizing the process of moral education of older preschoolers.

Download:

Preview:

The use of educational situations in the process of moral education of older children preschool age.

In preschool age, the foundations of all the basic concepts and skills necessary for later life are laid. At this time, an intensive orientation of preschoolers in human relations takes place, the first experience of independent, morally directed actions is accumulated, the ability to act in accordance with the ethical norms and rules that children can understand is developing.

The socio-cultural situation in modern Russia is characterized by researchers as a global spiritual and moral crisis. Increased aggressiveness, emotional deafness, isolation on themselves and their own interests are increasingly observed in children. Under these conditions, the moral education of the younger generation becomes the most important task of society and requires the development of new forms of organizing the process of moral education of older preschoolers.

The emergence of the concept of "educational situation" in preschool pedagogy is due to the desire of scientists to find a term that most clearly characterizes the modern understanding of the originality of the upbringing and education of preschool children. The conceptual idea of ​​A.V. Zaporozhets about the intrinsic value of the preschool period of life, the amplification of the child's development through enrichment, filling the forms most significant for the preschooler and specifically childish types and methods of activity required the development of special, preschool ways of constructing the educational process of the kindergarten.

For this purpose, within the framework of our research, a methodology for the use of educational situations in the moral education of older preschoolers was developed.

An educational situation is a special design and use by a teacher of situations that arise spontaneously in the pedagogical process in order to solve educational problems in different types educational (directly organized educational activities, regime moments, independent activities of children) and children's activities (cognitive, play, musical, visual, communicative, theatrical, reading fiction).

The methodology involves the use of situations that contribute to the enrichment of the moral ideas of older preschool children through familiarization with moral qualities: generosity, responsiveness, honesty, politeness, accuracy. All these qualities are relevant for the modern children's community: the ability to provide disinterested help, show care, generosity, politeness, be honest and accurate attract children, contribute to the establishment of positive relationships, while children condemn the opposite qualities. Also, our methodology involves the upbringing of a positive emotional-value attitude to moral norms and rules of behavior and communication, as well as the creation of situations in which children are given the opportunity to use the mastered ideas in practice, thereby mastering and consolidating various ways of behavior in a given situation of moral content ...

The main means of moral education in our methodology is fiction. A literary work allows you to show the child all the stages of improving a moral (or immoral) act - from design to final consequences, to trace the reasons, motives, to reveal the feelings of experience of all participants in the situation, while in reality the child can observe only individual fragments of a particular situation, therefore it is correct it is much more difficult for a preschooler to understand and evaluate it. The most difficult thing for a preschooler is to assess their own behavior. The child can describe his feelings when he is offended, and on this basis evaluate the act of the offender, but it is difficult to correlate the feelings of others with his behavior. This allowed us to determine the logic of work: from analyzing the actions of a literary hero to analyzing our own behavior.

A chain of educational situations is organized around the literary work: a conversation about what has been read, staging excerpts of the work, creative retelling on behalf of a literary hero, listening to music, selecting musical excerpts for the characters of various characters, drawing emotions, correlating the moral position of the hero with the child's personal experience, organizing various real situations moral content.

In our methodology, we used two types of conversation about the read work. In the first case, the conversation is aimed at identifying the main idea of ​​the work, analyzing the image of the literary hero, his moral position, establishing various connections between events in the text, assessing the actions of the characters from the position of morality, correlating the moral position of the hero with the personal experience of children (why did the hero do this that he felt what other heroes felt, could it have been done differently, “If you met this hero, what would you advise him?”, “Are there situations in life? Give an example”, “If you were hero, what would you do? etc.).

The purpose of the second type of conversation is to prepare for subsequent activities - creative retelling, dramatization. Therefore, along with the identification and assessment of the moral position of the characters in the process of the conversation, together with the children, the logic of events in the text regarding each character is restored, and a plan for future retelling or dramatization is drawn up.

Dramatization of excerpts from the work helps to develop the ability to take on the role of a literary hero, take his moral position and convey his image to the audience. Dramatization is a familiar and interesting activity for children, as it is similar to a game. They take part in it with pleasure, and even not the most active children want to play some role. The use of various attributes and elements of costumes helps the child to enter the role and feel the experiences of his character. This is also facilitated by the absence of the need for verbatim reproduction of the text, the ability to speak "from oneself", keeping only the idea of ​​content and the image of the hero. The most important thing is to convey to the audience the character of the hero, his emotions, therefore, in the preliminary conversation, special attention is paid not only to the moral side of the actions of this or that character, but also to his feelings and experiences.

Creative retelling on behalf of a literary hero helps children to understand the character's moral position, his feelings, thoughts, motives of actions and experiences. This is a more difficult activity for children, since it is limited only to speech. The child needs to convey to the audience the image and feelings of his character with the help of linguistic and intonational means of expressiveness and his own judgments, reflecting the child's independent comprehension of the idea of ​​the work.

The dramatization and creative retelling on behalf of the literary hero help the child to "enter inside" the depicted circumstances, to comprehend the situation. To grasp the true relationships between the characters, to penetrate deeper into the meaning of their actions and into the meaning of the work. This increases the child's emotional responsiveness to the events described and to the heroes themselves, he actively sympathizes and empathizes with them, sees the individuality of each hero.

Such game situations as "Talking on the phone", "Recognize the hero", "Portrait of a hero", creative sketches to imitate emotional states, contribute to the development of the ability to determine the positive and negative qualities of the character, reasonably evaluate his actions using verbal and non-verbal means of expression convey the emotional state of the hero. Appeal to the personal experience of children through such game situations as “I am similar, I am different”, “What can I be praised for, what I can be scolded for”, “Who am I? What am I? ”Promotes the development of self-analysis and adequate self-esteem of children, the ability to determine their own positive and negative qualities or specific actions and correlate them with the character and actions of the literary hero.

The organization of such game situations as "Colorize the Mood", "Musical Comics", "Magic Artist" contributes to the development of skills to reflect one's own ideas, impressions and emotional state in color and images, to understand the image "drawn" by music, and to convey it using drawing, understanding that mood and character can be changed by different means and ways, that you can constructively manage your mood and behavior, increases the emotional responsiveness of children.

For instance, a chain of educational situations based on the work of J. Rodari "The Mouse That Ate Cats".

Regime moment: "The mouse that ate cats."

Purpose: to develop the ability to distinguish lies from exaggeration, boasting, to foster the desire to be honest.

The regime moment: "Braggers".

Purpose: to develop the ability to distinguish lies from exaggeration, bragging, to foster the desire to be honest, to develop the ability to see positive traits in the character or behavior of people around.

Regime moment: creative sketches on the work.

Purpose: to develop the skill of facial expressions. With gestures and posture, convey the emotional state and mood of a person or animal, recognize emotional states by non-verbal signs.

Independent activity: plot drawing "Braggart".

Purpose: to develop the ability to see positive traits in the character or behavior of people around you and your own, using images to convey your ideas, impressions, emotions.

Of greatest importance for the moral education of children are practical situations in which children actually solve various life problems. In organizing practical situations, the task of the educator is to emotionally captivate children with the content of the upcoming business, to show that the results of joint efforts bring real benefit and joy to others.

Therefore, it is necessary as often as possible to organize situations in which children could practice in morally directed, socially useful activities: helping the attendants, helping the educator in preparing for classes, helping the kids, making postcards or handicrafts to congratulate loved ones on any holiday, making a play -sheet for kids, composing stories or a "set of rules of conduct" for a magazine, preparing mini-performances based on works of moral content for kindergarten children, etc. When organizing such situations, it is important to first appeal to on their own help children (who wants to). If no one is taking the initiative, then you can ask for help (help, please). It is imperative to focus the attention of children on the positive emotions experienced by those whom the child helps, how important it is for them that he volunteered himself.

Example organizing a chain of educational situations based on the fairy tale "Three Bears"

Purpose: to acquaint children with the rules of polite behavior at a party, to bring up a polite, respectful attitude towards someone else's house, other people's things, the formulation of the rules of a polite guest and a hospitable host.

Regime moment: creative sketches for the transfer of emotional states.

Purpose: to develop the ability to determine the mood and state of a person or animal by external manifestations (gestures, facial expressions, posture).

Independent activity: "Winnie the Pooh visiting the Rabbit"

Purpose: to clarify and generalize the ideas of children about the rules of polite behavior at a party.

Regime moment: "Come to visit us."

Purpose: to clarify and consolidate the rules of polite behavior and communication, to generalize the rules of a polite, hospitable host, to cultivate the desire to please others and to be happy when you do something pleasant for others, to cultivate a polite, respectful attitude towards people.

Content: we invite kids to a mini-performance based on the fairy tale "Three Bears". Preliminary work: distribution of roles and preparation of a mini-performance, preparation of an invitation. We observe how the children communicate with the kids, whether they follow the rules of hospitality. With the accumulation of moral experience, children better understand the moral meaning of the given situations, gradually begin to realize that if a literary hero or real person does a bad deed, this does not mean that he is completely bad and evil: he could simply make a mistake out of ignorance or under the influence negative emotions... The logic of work organization presented in the methodology contributes to the development of a gradual, deeper awareness of moral qualities, understanding of behavior, emotional state, and feelings of the hero and provides an opportunity for the gradual transfer of the moral position of the literary hero into his own behavior. Children show interest in works of moral content, strive to give a moral assessment of the actions of cartoon and film characters, share their impressions of going to the cinema, theater, watching new cartoons and reading new books. Talking about their impressions, children increasingly use evaluative characteristics, and not only describe the main points of the plot, willingly share their impressions with the teacher. Children are showing more and more initiative and not only respond to the call for help, but also offer it themselves, show responsiveness and care towards others. Thus, our methodology allows us to provide not an episodic acquaintance with the moral qualities and rules of behavior and communication, but the complete immersion of the child in the problem: both intellectual, and emotional, and activity.

Literature

1. Babaeva T.I. Socio-emotional development of preschoolers in kindergarten... Methodical advice for the "Childhood" program. - SPb., 2002.
2. Krulekht M.V. Preschooler and the man-made world. - SPb., 2002
3. Babaeva T.I. Diagnostics of the relationship of older preschoolers with peers / Pedagogical diagnostics as a tool for cognition and understanding of a child of preschool age: Scientific and methodological manual: At 3 hours, Part 2. Pedagogical diagnostics of the socio-cultural experience of a preschool child. - SPb., 2008.

Alena Yurinskaya

MDOU No. 16, Cheremkhovo

Senior educator

Master Class

Topic: Creating a situation of choice as necessary condition preschooler personality development

Target: to reveal the concept of "situation of choice", to talk about the importance of this technique in teaching a child, about ways to create situations of choice

Expected results:

I assume that at the end of MK - you

Get acquainted with specific deeds, steps, techniques, pedagogical situations of independent choice of children in various activities;

Relevance:

In the Constitution Russian Federation, in the "Concept for the modernization of Russian education", in the Law of the Russian Federation "On education in the Russian Federation" and other regulatory documents The Russian Federation has formulated the social order of the state to the education system: the upbringing of an initiative, responsible person who is ready to independently make decisions in a situation of choice.

In accordance with the Federal State Educational Standard, DO in educational program of each preschool such a section as "Support for the Children's Initiative" appears. Children's initiative is manifested in the free independent children's activity of children of their choice and interests. Self-motivated activities are the most important source of emotional well-being for a child in kindergarten.

Self-reliance and initiative presuppose the ability to make choices. What conditions can be created in kindergarten for a child to gain experience in choosing not only objects, but also activities, roles, play and class partners? At what moments of stay in kindergarten does the child have the opportunity to make a choice and see its result? What steps does the formation of the ability to self-choose include? Our master class is dedicated to the answer to these questions.

A bit of theory

A necessary condition for the formation of the child's activity, his subjectivity (experiencing himself as a source of activity) is the situation of choice. The parenting adult has a responsibility to formulate alternatives for the child or create situations of choice.

A choice situation is a situation specially created by a teacher or arising spontaneously, but deliberately used for the purpose of education.

What does the situation of choice give to a person?

The choice is a necessary condition for the full development of the personality.

Choice is an example of an active model of behavior, personal communication strategy and tolerance.

The choice should become the highest cultural form of behavior of a mature person (L. S. Vygotsky).

Choice - in the cultural-historical concept, is understood as the highest form of behavior, personal (subjective) activity, social in origin and the motivated need of a person to be free.

1.2 The place of problem situations in the moral education of preschoolers

Before defining the place of problem situations in the process of upbringing preschoolers, let us give a description of problem-developing learning and problem situations.

The learning process in its genesis went through a number of stages of development, while the level of integrity was becoming higher and at present, the process of problem-developing learning corresponds to its high level. The theory of problem-developing learning is presented in the works of M. I. Makhmutov and a number of other authors (Yu. K. Babansky, T. V. Kudryavtsev, I. Ya. Lerner, etc.). What is the essence of problem learning?

The goal of problem-based learning: assimilation not only of the results of scientific knowledge, but also of the path itself, the process of obtaining these results (mastering the methods of cognition). Problematic learning, according to O.S. Grebenyuk, also includes the formation and development of the intellectual, motivational, emotional and other spheres of the student, the development of his individual abilities, that is, in problem-developing learning, the emphasis is on the general development of the child, and not on broadcasting ready-made conclusions of science to students.

Problem-developing education is the modern level of development of didactics and pedagogical practice. It is effective remedy general development of students. It is called problematic not because the whole educational material students learn only by solving problems on their own and "discovering" new concepts. Here there is an explanation of the teacher, and the reproductive activity of students, and the setting of tasks, and the implementation of exercises by students. But the organization educational process is based on the principle of problematicity, and the systematic solution of educational problems is a characteristic feature of this type of education: "Since the entire system of methods is aimed at the general development of the student, the development of his individual abilities, problem learning is truly developmental learning."

Problem-based learning is a type of developmental education, which combines the systematic independent search activity of students with their assimilation of ready-made conclusions of science, and the system of teaching methods is built taking into account goal-setting and the principle of problematicity; the process of interaction between the teacher and students is focused on the development of the student's personality and the socialization of his personality.

The main concepts of problem learning are "problem situation" and "learning problem".

A problematic situation is, according to AM Matyushkin's definition, “a special type of mental interaction between a subject and an object; characterized by such a mental state that arises in the subject (student) when performing a task, which requires finding (discovering or assimilating) new knowledge or methods of action previously unknown to the subject. The psychological structure of the problem situation includes:

a) a cognitive need that prompts a person to intellectual activity,

b) unknown attainable knowledge or mode of action,

c) the intellectual capabilities of a person, including his Creative skills and past experiences.

A problem situation is generated by an educational or practical situation that contains two groups of elements: data (known); non-data, new (unknown) elements.

"Problematic situation" means a state of intellectual difficulty in which a person feels the need to get out of the difficulty that has arisen, to resolve it. A problem situation is a situation that puts a person in conditions that require him to make a choice, make decisions: "The beginning of thinking is in a problem situation." Therefore, the problematic situation is one of the main means of enhancing the educational activities of students.

General rule when creating a problematic situation, there are contradictions in information, methods of action, cause-and-effect relationships are revealed. Let us name a number of contradictions: there is a fact and there is a need to explain it; the contradiction between everyday ideas and scientific interpretation of facts; contradictions associated with the need to apply knowledge in specific conditions; contradictions associated with the limited initial data.

Here are the main ways to create problem situations:

Communication of information (basic knowledge);

Comparison of facts (on the one hand ... on the other ...);

Facts, phenomena are analyzed, questions are posed, assignments are presented, etc. ...

The most detailed theory of problem learning in primary school reveals S. I. Bryzgalov. The basic concepts of the concept of problem learning are presented in the following sequence: problem, educational problem, problem situation, problem task, problem question, methods of problem learning (problem statement, heuristic conversation, research), as well as the specifics, functions and place of problem learning in primary school.

Let's define the place of problem situations in the process of upbringing preschoolers.

S. G. Yakobson writes: “Work on moral education differs from work in other areas of preschool pedagogy ... To denote a complete semantic segment of such work, we propose the term educational situation ... They are created by the educator, and then, as it were, passed on to children. "

E. A. Lobanova emphasizes: “An obligatory element of the lifestyle of older preschoolers is participation in solving problem situations, in conducting elementary experiments (with water, snow, air, magnets, magnifying glasses), in educational games, puzzles, in making homemade toys , the simplest mechanisms and models. The teacher, by his example, encourages children to independently search for answers to the questions that arise: he pays attention to new, unusual features of the object, makes guesses, turns to children for help, aims at experimentation, reasoning, suggestions ”.

V. G. Nechaeva, T. A. Markova note that the effectiveness of the methods used, as well as their possible combination, complex application are especially important in the education of cultural behavior. This presupposes the exclusion of unnecessary verbal influences (edification, reproaches, remarks). The effectiveness of upbringing is ensured by the creation of special situations that encourage children to do the right thing.

M. Yu. Stozharova, analyzing the problems of the formation of " school maturity"Preschooler, notes:" One of the components of "school maturity" is cognitive and social motivation, which begins to form in preschool age (L. I. Bozhovich, A. V. Zaporozhets, E. E. Kravtsova, L. A. Venger, N. V. Nizhegorodtseva, V. D. Shadrikov, G. A. Uruntaeva) ".

Any action or deed is based on this or that motive or their combination, which directs a person's activity. Needs, interests, beliefs, etc. act as motives. In the structure of motives that determine the attitude of future first-graders to learning, the following groups can be distinguished:

Social motives based on an understanding of the social significance and the need for learning and striving for the social role of the student;

Educational and cognitive motives: interest in new knowledge, desire to learn something new;

Evaluative motives: striving to get a high assessment of an adult, his approval;

Positional motives associated with interest in the external attributes of school life and the position of the student;

Game motive, inadequately transferred to educational activities.

For the development of cognitive motivation in preschoolers, it is proposed to use several methods, one of which is the modeling of game problem-practical situations [Ibid, p. 33 - 34]. In the method of modeling problem-practical situations, according to the author, the following points should be present:

Special violation of the usual organization of educational and cognitive activity;

"Appearance" of obstacles or special conditions in the process of carrying out activities;

The contraction of reproductive activity;

Shifting emphasis on search activity;

Freedom of children in choosing the means and methods of implementing activities;

Determination by children of the role functions of participants in the activity;

Shared responsibility for the result of activities on the basis of mutual assistance and mutual control;

Introducing meaningful motivational activities for children.

The scheme for modeling game problem-practical situations is as follows: Name, Problem task, Material, Game situation

R.S. Bure, analyzing the formation of ideas about moral norms among preschoolers, writes: “Even more difficult for children are situations in which it becomes necessary to violate the rule. They are described in the literature as “situations of moral choice” (W. Kohlberg, J. Piaget, N.N. Poddyakov, A.D. Kosheleva, etc.).

A. D. Kosheleva, when organizing with preschoolers the solution of social, moral, semantic tasks, emphasizes the importance of creating special situations for the manifestation of children's actions: “Despite the different designations, these situations have something in common, which makes them fundamentally important and necessary in the educational process, namely, those manifestations of behavior that we call actions unfold in them. To understand the characteristics of the emerging personality of a child, it is extremely important to distinguish ordinary actions from actions in his behavior. A person's act, both positive and negative, is not just an action, but an action correlated with moral values ​​and ideals and affirming them. "

Thus, we have analyzed the place of problem situations in the process of upbringing preschoolers, which can be used, in our opinion, in the upbringing of a culture of behavior in public places in children 5-6 years old.

1.3 Conclusions from the first chapter

We carried out a theoretical analysis of psychological, pedagogical and methodological literature on the education of a culture of behavior in public places in children 5-6 years old on the basis of problem situations.

In a theoretical review of the problem of culture of behavior among older preschoolers in public places, on the basis of problem situations, we completed the following tasks:

2. Results and analysis of the work on fostering a culture of behavior and attitudes among children of the senior preschool group. senior group MDOU "Smile" pos. Idritsa, Sebezh region. The work was carried out within 3 months. The kindergarten works according to the program ...

A strong child. In addition, cultural and hygienic skills are elements of self-service, which is the first step and basis for labor education. Approximate planning of work on fostering a culture of behavior Preparatory group for school. September 1st week. At the end of the lesson, preceding drawing, explain to the children the rule: "Prepare yourself for the lesson." Remind ...

Literature is an important means of educating a culture of behavior in older preschool children. Chapter 2. Description and analysis of experimental work on fostering a culture of behavior in older preschool children by means of fiction Experimental work was carried out at the MDOU "Child Development Center - Kindergarten No. 35" with older preschool children in ...

The formation of a culture of behavior of older preschoolers is carried out in the unity and integrity of the use of various types of activity (play, work, classes). CHAPTER 3 METHODS OF MORAL EDUCATION AND FORMATION OF CULTURE OF BEHAVIOR OF ELDER PRESCHOOL AGE CHILDREN. 3.1 Analysis of programs for the organization of moral education and the formation of a culture of behavior Analyzing complex ...

Game and problem situations aimed at the assimilation of social norms and values ​​adopted in society by children

Yakovleva Olga Vasilievna educator of the State Budgetary Educational Institution "School No. 842", Moscow
Work description: I offer you game and problem situations for older preschool children (5-7 years old). This material will be of interest to educators working with older preschool children, parents. It is aimed at the child's assimilation of social norms and values ​​adopted in society, the education of moral and ethical qualities.

Target
The assimilation of social norms and values ​​adopted in society by children through play and problem situations.
Tasks
Teach children to see the moral side of perceived actions, events, to understand their essence.
To give an idea of ​​the moral side of human relations, based on the creation of game and problem situations.
To form the ability to reasonably evaluate their own actions and the actions of other people.
To educate moral and ethical qualities.

Game situations

Polite request
Target: Acquaintance of children with the forms of expressing requests addressed to an older stranger, an older loved one, as well as a peer in different situations: at home, on the street, in public places.
1.Let's play the kids' store. Sveta is a seller, and the other children are buyers. Place the toys on the "counter". (Each child chooses a purchase for himself and turns to the seller, and he politely answers him. In addition to the words of a request, children should remember the words of gratitude and responses to them - "please".)
2. You are in an unfamiliar city. You need to go to the zoo, but you do not know the way. A passer-by comes towards. Let Vanya be it. Vika, go to a passer-by and ask him for directions to the zoo. How will you do it?
3. Mom told me to come home at 3 o'clock. But you don't have a watch. You will have to turn to someone from the elders. How do you do it?
4. Think of cases in which you need to use the words of request. Make sure that you and your friends never forget - whether at home, on the street, not in kindergarten, not in the store - to use them.

Compliance
Target: Explain to children how important it is in the game and in serious matters not to be rude, to yield to each other.
1.Maxim and Julia, you want to play checkers. Try to decide which move will be first.
2. Let Dima be Kolya's uncle, and Olya and Lena his nieces. Uncle Kolya came to visit them. He brought one big starfish... Olya and Lena should accept the gift, but not quarrel. Let's listen to the conversation and see how the children will behave.
3. We all want to see a little funny puppy. Let's do it without crushing, yielding to each other.
4. The teacher brought a picture book. Seryozha, give in to Katya. Let her look at the book first. Katya, thank Seryozha. Maybe you should watch the book together?

Comfort
Target: Combine empathy with the verbal expression of sympathy, enter words of consolation into the child's active vocabulary.
1.Let's find words of consolation (the task is given in pairs).
2. Masha pinched her finger. She's in pain. Comfort her.
3. The kid hurt himself and cried. Have pity on him.
4. Vanya broke the car that was given to him for his birthday. He was very upset. Think about how to help Vanya.
5. Let's play the hospital. The doll Katya is sick. The nurse gave her an injection. Katya is in pain. Have pity on her.

Addressing an adult
Target: To consolidate the appeal to an adult by name and patronymic, to combine a direct appeal with an expression of joy.
1.Misha, what is your middle name? So, you will be Mikhail Sergeevich - Colin's neighbor. Kolya, imagine that you meet your adult neighbor at the entrance and want to show him your new car... How will you talk? Both of you must be polite.
2. Let Olya be a pediatrician - Olga Alekseevna, and Masha will come to her appointment. Talk to each other.
3. Let Kolya be Nikolai Petrovich, Seryozha's father. And you, Vitya, have come to visit Seryozha. You should contact Nikolai Petrovich and ask him to help you and Seryozha understand the instructions for the designer.

Problem situations

1.If you accidentally push or hit someone with your hand. Your actions. ("Sorry, I accidentally hit you. Sorry, I unintentionally.")
2. Lena came smartly, she wanted everyone to notice it right away, and from the doorway she said loudly: "Look how beautiful I am, what dress I have, what shoes, no one has such!"
Did Lena do the right thing, ethically? And why?
3. Which of the girls acted ethically?
... Lena went to the teacher and said: "You are so beautiful today!" And the teacher thought: "But on other days I must be ugly."
... Oksana Sergeevna saw Tanya and said: "You always look good, but today you are especially good!"
- Thank you, - said Tanya, - I am very pleased.
Good things about a person must also be able to express correctly, i.e. to praise so as not to offend the person, not to forget about tact.
4. Mom calls her son: "Misha, help, please wash the dishes."
Misha replies: "Now."
Some time passes, the mother asks her son again and hears the same answer. Misha, having finished his business, comes to the kitchen and sees that the tired mother washed the dishes herself.
-Well, why did you wash, - the son is offended, - I would wash it, a little later.
Why do you think the mother was offended by her son? If Misha was really busy, what should he say? Did Misha act ethically or unethically?
5. A sister took her brother's paints without permission. She sketched and put it in place. My brother came, noticed that the paints were wet, but said nothing. Who was unethical?
6. A boy friend of mine asks: "Should I return the game to a friend if I took it for a long time and forgot to return it? My friend no longer remembers it." What do you think I advise the boy? "Debt payment is red" - what do these words mean?
7. Listen to a short story and tell me which of the boys do you consider a cultured person.
... Fedya was enjoying the spring sun, the warm breeze, he went out for a walk. It would be great to play horses now! The ground is dry and there are no puddles. Where can I get a twig for the game? Fedya looked around and saw a small tree planted by someone in the fall. Over the winter it got stronger, and now the buds are swollen on it, green leaves are about to appear. Fedya ran to the tree and tried to break the twig. The tree bent, but did not break, and the small branch broke. Fedya waved his hand at the tree in displeasure and went to play with the guys.
... Yura went for a walk, immediately saw a broken tree and was very upset. What is evil person ruined this beauty? - thought Yura. He returned home, took, with the permission of the Pope, duct tape and, connecting the broken branches, secured them with tape. The branch eventually took root, turned green with leaves, delighting passers-by, and the red ribbon on the branch remained as a reminder of the culture of people.

Modern concepts and technologies of upbringing define the game as a complex diagnostic and correctional method, that is, it is possible to diagnose and correct the personality of a preschooler. It is play activity that has the highest diagnostic and developmental potential.

Less clear, insufficiently disclosed by preschool theory and practice, is the importance of play for moral and emotional education, as the most important aspect of the development of a child's personality.

As established by experts, by the age of five or six, the moral image of a child is formed "in draft form". Then he will have other ideals, attitudes, but the first childhood impressions are the strongest, they influence the future life. Among many important personal characteristics - morality, the main indicator of the development of the human in a person (no matter how paradoxical it sounds). Today, when we strive to take a fresh look at universal human values, this characteristic again acquires a deep meaning for us.

Role-playing should be considered a special kind of interactive methods that are effective for the assimilation and development of moral models set by society, moral norms, attitudes, etc.

In what role the child chooses for himself in the game, how he relates to the assigned role, how he performs it, what elements of improvisation he brings into his role from himself, the child's “projection” of his own ideas about the social world is traced into the game.

To effectively solve problems, a special system of work is needed to discuss moral norms and rules with children. As effective means offered: reading of works of art; conversations with children on ethical topics; analysis of children's play behavior; involving children in the analysis of the behavior of comrades and others (N.Ya. Mikhailenko), drawing the attention of children to the emotional experiences of the participants in the game, playing out both attractive and unattractive roles (L.P. Strelkova).

The question arises of how the moral upbringing of a child takes place in play, can the appropriation of moral content occur in the process of children playing out play relationships?

It must be emphasized that there is still no consensus regarding the impact of the content side of play on the moral development of the child. A number of researchers believe that by depicting moral relations in play, the child thereby assimilates them. Pedagogical influence through the content of the game is considered as the main path of education.

Recently, such an understanding of the meaning of the game of moral development the child is questioned due to the fact that the moral norms performed by children in play are not always transferred into real life.

Thus, the development of the necessary prerequisites for the formation of moral regulation of behavior is ensured in play. It is very important at this stage to teach the child to build relationships with peers (and not only) according to the principle "treat another as you would like to be treated." Often, various moral situations and even conflicts arise in the game if children with different moral attitudes participate in it.

In playing activity, the prerequisites for reflection arise as a purely human ability to comprehend their own actions, needs and experiences with the actions, needs, experiences of others (V.S.Mukhina). Reflexive play behavior forms the ability to understand and accept the point of view of another, to represent his inner world.

The effectiveness of reflection largely depends on the child's level of empathy (active participation in another in his experiences) and decentration (the ability to look at the situation through the eyes of another). Empathy, like any emotional phenomenon, lends itself to development. It is characteristic that children who showed early childhood a high degree of empathy, they are found at a later age. Moreover, empathy and sympathy (two sequentially developing forms of empathy) can arise and manifest itself not only in relation to real-life objects, but also to fictional ones (depicted in works of literature, cinema, etc.). In the game, the effective nature of empathy is realized in the form of various types of help and active support. It can be argued that the knowledge of the moral meaning of relations, actions and will be most effective when visual modeling relationships in a playful way. If in the game children satisfy not only their own interests, but also take into account the interests of all those who play, this indicates that the children have learned the moral rules.

I offer games that develop game situations and exercises for older preschoolers. The game differs from the developing game situation (RIS) in that in the game children actually play out a certain problem situation, and in RIS - mentally. The difference between a game and a game exercise is that in the developmental game exercise there is no plot. The material presented below can optimize and stimulate the process of forming moral norms and rules in preschoolers.

Developmental game situations (RIS)

Game task: modeling situations of moral choice, finding optimal (mental) ways out of them.

The game is organized with a subgroup of children. The presenter offers various problematic moral and ethical situations, and the children mentally or really play around with them.

A. Imagine that you and your sister are going to go to the circus, you have two tickets, but unexpectedly guests come to you, including five-year-old Seryozha. What will you do?

B. Imagine that your favorite show is on TV on one channel and your sister's favorite show on the other. What will you do?

V. Imagine that new toys are brought to the group. You and your girlfriend liked it new doll, you began to argue and you feel that you are about to quarrel. What will you do?

G. Imagine buying ice cream for you and lunchtime bread for the whole family in a store. There are long queues in both departments of the store, and the store will close soon. You will only have time to make one purchase. What will you do?

D. Imagine that you went for a walk with your close friend. But on the street you started to quarrel over a bicycle. He is one for two, each of you wants to ride first. What will you do?

Note. If desired, the presenter can offer answer options:

A.- you will go to the circus with your sister;

Give the ticket to Seryozha;

Sell ​​tickets and everyone will stay at home;

Buy another ticket;

B.- you will watch your favorite show;

You will watch your sister's favorite show;

So that no one is offended, you will watch any other program;

Turn off the TV;

V.- insist on your own;

Give the doll to your friend;

Offer to play together;

G.- buy ice cream for yourself;

Buy bread for dinner for the whole family;

Ask to skip the line;

D.- insist on your own;

Offer the first one to ride a friend;

You propose to determine the order by lot (counting rhyme).

Situations of moral and playful choice can be invented not only with the participation real people but also fairy-tale characters.

Developing play exercises

Mirror

Game task: exercise of children in emotional empathy; understanding the state of another; expression of emotions.

Material: mirror.

A play exercise is offered to a subgroup of children. A mime is chosen by a counting or drawing lot. The presenter secretly invites the child to portray a particular emotional state and practice in front of the mirror. Then the child demonstrates a mimic mask to all children. The winner is the one who correctly guesses the emotional state.

Variants of game exercises.

A. The presenter invites the child to smile, like:

Suck;

Basilio's cat;

Sun;

Snow White.

Frown like:

Thundercloud;

A child who had a toy taken away from him;

Morozko.

Sad like:

Setritsa Alyonushka;

Dried flower;

Wonder how:

Ivan Tsarevich the Firebird;

As if you saw an alien;

Teddy bear in the fairy tale "Three Bears".

B. The presenter distributes the children into two subgroups: the first subgroup - invents and depicts images with facial expressions; the second subgroup - guesses. Then the children switch roles.

V. According to the teacher's verbal assignment, the child draws up a graphic mask in the form of a pencil sketch (joy, sadness, fear, surprise, etc.).