Moral education of children.

Conversation on the topic: "What is friendship?"

Target: Clarify and summarize the ideas of friendship that children have; to teach to understand and evaluate the actions of the heroes of literary works (E. Koshevaya "My son", V. Oseeva "Until the first rain") and his comrades.

Conversation progress

The guys have already read and told you many times about good friends and comrades. Adults talked about the need to be friends with each other. What kind of children do we call good friends?

The educator asks several people. If children are named by specific children, then ask why they can be considered good friends.

Summarize the answers: "Good friends can be called children who play together, study, work, help each other, take care of each other, know how to give in to each other, etc.

Questions after reading

– How can you name Oleg and Grisha?

- Why can you call them friends?

- Why can you call Oleg a good friend?

- Tell us about how you are friends in kindergarten and at home?

During the conversation, the teacher helps children to correctly assess the facts,

actions, expresses his attitude towards them.

called "Before the first rain". Think if you can girls, oh

whom the story says, be called good friends, or

girlfriends.

Questions after reading

- Why did the teacher say: "I can see your friendship before

first rain! "

- Can Misha be called a good friend? Why

It is forbidden?

- What should Masha have done?

Having approved the correct answers of the children, the teacher talks about the need to always follow the rule of behavior: "Always help a friend, always help a friend

help out ".

Conversation on the topic: "Who is a friend?"

Target: Summarize and consolidate children's ideas about friendship; give an idea that friends do not leave a friend in trouble; show the attractiveness of friendships.

Conversation progress

Guys, now I will read to you the story of A. Mitt "The Ball in the Window", and then we will talk about the children about whom the story is told.

Questions after reading

- What did Kolya see in the window?

- Where did the ball come from?

- Why did the guys bring the ball to Kolya?

- How can you call these guys?

- What are these guys?

- Why can they be called good friends?

- Was Kolya pleased that his friends took care of him, did not leave

him in trouble?

- Tell us how you care for your friends, how you help

Them.

- How do people relate to their good friends?

Evaluating and summarizing children's answers, note that adults and

children love good friends. It is very pleasant to be friends with them.

When people are friends and help each other, it is easier for them to live.

and work.

You can tell children that the ability to be friends is

good quality. Therefore, people call the word "Friendship" streets and squares of cities, cinemas and other institutions.

You can recall the proverb "Friendship is more valuable than money" and together with

children to explain her concept.

Conversation on the topic: "Sensitivity"

Target: To teach children to compare positive and negative actions, to evaluate them; understand the motives of the actions of children and the need to comply with the norms of behavior; to give an idea of ​​sensitivity and the need for a caring, sensitive attitude towards their peers; introduce a new word into the children's dictionary - "sensitivity"; keep a rule of conduct - "Do not wait when they ask you for help, you have to see for yourself who needs help."

Conversation progress

Guys, today I will read you two stories - "In the Garden" by E. Kosheva and "Blue Leaves" by V. Oseeva. Listen to them carefully, and then tell me which of the children did you like, Oleg or Katya?

Questions after reading

- Which of the children did you like?

- Why did you like Oleg?

- How can you name Oleg? What is he?

Summarize children's responses, give an idea of ​​sensitivity. "Oleg

kind, caring, attentive. Grisha did not ask him for anything,

Oleg himself noticed that it was difficult for a friend and took care of him. That's why

Oleg can still be called sensitive. A sensitive person does not wait when

he will be asked for help, and he offers his help.

- Do you think it was pleasant for Grisha that Oleg took care of

dumb?

- And Oleg was pleased? What does the book say about it?

Conclude that good deeds

it is always pleasant for everyone.

- Why didn't you like Katya?

- What should have been done by Katya? Why?

- Was it pleasant for Lena to ask Katya to give her a pencil?

- Why do you need to take care of friends, help them?

Summarizing the children's answers, draw a conclusion about the need

always be kind, caring, sensitive, help

peers without waiting for a request for help,

help so that peers are not offended.

Introduce the rule: "Do not wait when they ask you about

help, learn to see for yourself who needs help. "

Remember the guys this rule and always follow it. Now we will go for a walk and learn how to fulfill this rule in games.

Note: during the walk there is an outdoor game "Lovishka", "Give me a hand".

Conversation on the topic: "Goodwill"

Target: To consolidate and generalize children's ideas about the need

sensitive, benevolent attitude towards comrades; remind

rules of conduct: "Always help a friend, always help out a friend; do not

wait when they ask you for help, you need to see for yourself who needs help; to fix the terms "kind", "sensitive" in the children's dictionary.

Conversation progress

Guys, today I will read you once again the story of A. Mitt "Ball in

window. "Listen to him carefully.

Questions after reading

- How can you name the children who brought the balloon?

What are they?

Summarize the children's answers: "Yes, these children can

call them good friends, kind, caring, empathetic, etc.

- Why can they be called that?

To summarize the children's answers: "The children took care of their friend, brought him a balloon and showed him in the window to cheer him up, to please him. Kolya did not ask for this, but the children themselves guessed to please their friend. Therefore, they can be called sensitive, caring, kind comrades."

- Was Kolya pleased that his comrades had not forgotten about him?

- How does the book say about it?

If the children do not remember, then the passage can be read. Give to children

express, make a generalization: "Children or adults always have

it is very pleasant, joyful if they show sensitivity and kindness.

Sensitivity is the behavior when children or adults do good to people, take care of others, help other people, do not wait for their

they will ask for it, but help themselves. We have already talked about this,

when you read the stories "My Son" and "Blue Leaves".

Now I will read you one more story. It is called "Visited",

wrote a story by V. Oseev. You listen to the story and then

Tell me if Musya was sensitive to Valya.

Questions after reading

- How did Musya react to Valya?

- How can you call it? What is she like? Why?

- What should Musa have done?

- What would you do if you came to a sick friend? How would you help him? Tell us.

Guys, remember, instilled behaviors that must be performed,

To be a good, empathetic friend.

Note: on a walk or in the evening you can play

staging of the fairy tale "Cat, Rooster and Fox".

Conversation on the topic: "Sensitivity and modesty. How they differ"

Objective: To summarize and reinforce children's ideas of sensitivity and modesty; to develop the ability of children to differentiate moral concepts, to assess the actions of the heroes of literary works - S. Baruzdin "Fur Seal".

Conversation progress

Guys, today I will read to you the familiar story "Fur Seal", and you listen to it carefully.

Questions after reading

- Who did you like in this story? Why?

- What did Svetlana do?

- How can you call it? What is she like?

- Why can you call her a kind, resourceful, sensitive girl?

- What is sensitivity?

To summarize the children's answers: "Sensitivity is a behavior when children and adults do good to people, take care of others, help people even when they are not asked for it, but when they see that people need help."

If the children call Svetlana modest, you need to confirm this, and

after the children's answers about what sensitivity is, say: "You

Svetlana was correctly called modest because she saved her life

sailor, but did not tell anyone about it, did not brag. "If the children do not

indicate modesty among Svetlana's moral traits, then ask

children: "Can you call Svetlana modest and why?"

- What is humility?

To summarize the children's responses: “Modesty is behavior when

children and adults do well, but do not brag about it,

because bragging is not beautiful, not good. So don't

talk about yourself: "I'm good", "I did well", but you need to be able to

wait for others to praise you. "

- Sensitivity and modesty - the same or different?

Summarizing children's responses, note that being empathetic

good and being humble is good too.

But these character traits are different: sensitivity is doing good to people, caring, helping others, and modesty is the ability to be able to restrain yourself, although I want to say that you are good, it means not bragging.

And now I will read to you new story"Colin's Daddy". Gorskaya wrote it. The teacher reads the story. Do not ask questions after reading. If the children want to say something, give them the opportunity to speak.

Conversation on the topic: "Truthfulness"

Target: Summarize and consolidate children's ideas about truthfulness. Show the attractiveness of truthfulness as a code of conduct. Foster a negative attitude towards deception.

Conversation progress

Guys, we have already talked many times about what friendship and sensitivity are. Kindness, humility. And today we will talk about another important quality of a person - about truthfulness. But first, listen to V. Oseeva's story "Which is easier?"

Questions after reading

- Which of the boys did you like best? Why?

- How can you name the boy who told mom the truth? What is he?

- What is truthfulness?

Summarize the children's answers: "Truthfulness is this behavior

a person when adults and children always tell the truth, never

do not deceive, speak the truth even when telling it

unpleasant, difficult. "

- Why is it necessary to be truthful? Why you can't cheat

of people?

- What is your attitude to people who always tell the truth?

Summarize children's responses. Explain to children what they need

always tell the truth, always be truthful. it

beautiful and even very good. Truthful people are loved. It is pleasant and joyful for children and adults when they are told the truth. You can quote a proverb: "True, brighter than the sun. True, cleaner than the clear sky." It is not beautiful to cheat, it is not good and it is unpleasant for people. It hurts them when they are deceived. Cheating and lying can lead to disaster.

I will now read to you the story of L. Tolstoy "The Cow". Listen to him carefully, and then tell me why the misfortune happened in the peasant family.

Questions after reading

- Why did the trouble happen in this family?

- What should Misha have done?

To conclude: the trouble happened because Misha did not have the courage to tell the truth. If he had not been frightened and had not thrown the glass into the tub, the cow would have remained alive.

One must always boldly speak the truth, even when it is difficult and unpleasant to say it.

Conversation on the topic: "Sensitivity and truthfulness"

Target: Summarize and reinforce the children's view

about the need for a benevolent, sensitive attitude towards people

(for elders, peers, kids); show the relationship and

features of such moral concepts as sensitivity and truthfulness;

help children to understand the experience of their behavior, to generalize it.

Conversation progress

- Guys, what holidays were celebrated recently by our whole country and we

- Remember how you congratulated your parents on these

holidays.

What gifts have you made for them? How were they presented? What

said? Was it pleasant for your parents that their children

congratulated on the holiday?

- What do you think was the best, the most

a nice gift for dads and moms?

- How to behave in order to bring joy

parents, do not grieve them?

Make a generalization about how to behave and why. In the process of generalization, note that parents and other family members need to be treated with care, sensitivity, and you should not deceive them.

- What do you think is sensitivity?

- What is truthfulness?

- Are sensitivity and truthfulness the same or different qualities? Telling children that these are different qualities. Sensitivity is such behavior when people care about others, help each other, and truthfulness is such behavior when people always tell the truth, do not deceive others. This means that sensitivity and truthfulness are different qualities. These qualities are the most important in a person and they need to be cultivated in oneself from childhood.

Conversation on the topic: "Modesty"

Target: To generalize and consolidate the signs of the concept of "modesty" - a modest person does good, but does not boast, knows how to restrain himself;

to clarify the knowledge of children about the need and meaning of humble

behavior; help children understand their behavior in the light of this

moral norm; foster a positive attitude towards

modesty as a norm of behavior.

Conversation progress

Guys, we have already talked about modesty many times, read

stories about humble people, both adults and children.

- Remember what stories and about whom we read. What is the name of

a story about Svetlana, who saved the life of a sailor? Who wrote this

story?

- Why can Svetlana be called modest? How else can you

call (empathetic, resourceful, courageous). Why?

- Modesty and sensitivity are the same thing or

Other?

- What is the name of the story about Kolya and his dad? Who

wrote this story?

- Why can Kolya and his dad be called modest?

- What modest man have we read about? (S. Marshak "The Story of an Unknown Hero"). Why didn't anyone recognize the hero's name? Why did he remain unknown?

- What is humility? Modesty is a person's behavior when he does good, but does not boast about it, knows how to restrain himself. He does not say: "This is me", "I did better", although sometimes I want to say about it. To brag is ugly, not good. This is unpleasant for other people. Indiscreet people, braggart do not like. You will understand this when we read the story of V. Oseeva "Hare's Hat".

Questions after reading

- Which one of you wears a "hare hat"?

- How do you need to behave so that you are loved, your peers played with you?

Summarize the statements of the children.

MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION CHILD DEVELOPMENT CENTER - "KINDERGARTEN № 170" ANTOSHKA "
CHILDREN'S PROBLEM SITUATIONS
PRESCHOOL AGE

Developer: educator
Olesya Alekseevna Miseleva
Barnaul, 2016
Content
Introduction ………………………………………………………………………… .3
Explanatory note ……………………………………………………… ... 4
Situations on the development of thinking of preschoolers ............................................................. 6
Situations for finding internal resources ……………………………… .11
Situations with contradictions …………………………………………………………………………………………………………… 13
Situations interpersonal relationships peers ………………………… .15
Situations to GCD …………………………………………………… .. ……… ..18
Situations on the topic “What would have happened if ...” ……………………………… .... 20
Methodological basis …………………………………………………… .... 22
Introduction
“The phenomenon of a problem situation is
that she is the source
mental activity "
Rubinstein S.L.
A child by nature is a researcher, an experimenter. His “Why? How? Where?" sometimes they baffle inexperienced adults. There are many ways to provide children with the opportunity to independently discover the reason for what is happening, get to the bottom of the truth, understand the principle, the logic of solving the task and act in accordance with the proposed situation. One of them is the creation of problem situations.
Modern society places high demands on communication activities personality. Society needs creative people who can think outside the box, express their thoughts competently, find solutions in any life situations.
Yesterday we needed a performer, and today we needed a creative person with an active life position, with his own logical thinking. Therefore, it is necessary to develop the child's ability to "doubt". Preschoolers may not question the teacher's knowledge itself, or the correctness of their statement. The child must be taught to doubt the truth of knowledge as such, in the means of obtaining it. A child can hear and remember, or he can observe, compare, ask about something incomprehensible, make a proposal.
Explanatory note
One of the blocks of play activities aimed at developing children's communication competence, the ability to find adequate ways to resolve conflicts is the modeling of problem situations. Play can be an aid in the development of a child's ability to resolve problem situations. This primarily concerns specially designed game models and specially selected both game situations and real ones that took place in the group. The method is used when working with a group, subgroup, couple and individually with a child.
When compiling the content of game situations, it is necessary to adhere to certain conditions. Play models should be built in accordance with the interests and capabilities of children, take into account their social experience, age features... Game situations should include moments of improvisation, alternative options for solving problems, the possibility of changing components due to an unexpected change in conditions.
The purpose of creating problem situations is to develop the ability of preschoolers to solve problem situations using possible solutions.
Tasks:
1. To develop the ability of preschoolers to carry out elementary search activity, notice and realize contradictions in judgments, use different tests of assumptions.
2. To develop activity, independence in solving problem and everyday problems, solving moral situations.
3. Ensure that the child has a version of the solution to the problem, the original answer.
4. Develop the ability to adapt to people, correctly perceive and evaluate them and their actions.
Methods used:
- game;
- heuristic (partial search);
- research;
- explanatory and illustrative.
The statement of problem situations can be focused on a group of children and on an individual child.
Situations for the development of thinking in preschoolers
Situations in transport (urban, rail). 1. You and your grandmother are on the train. She got off the platform and you didn't have time. What will you do? Why? 2. Grandma got on the train, and you stayed. Your actions? Explain why you will do this and not otherwise? Fire situations 3. The apartment is on fire. What will you do? Why? 4. Smoke in the next apartment. Your actions?
Water situations 5. You see that someone is drowning. What will you do? 6. A tap burst in the apartment. Are you alone at home now. What will you do first, then what? Why?
Situations with nature
7. Children receive a letter from the forest that people have appeared there who break young trees, branches, pick flowers. The task of the children: to organize a help squad and suggest ways to solve the problem.
8. A carrier pigeon brings a telegram from a hippo about a severe drought in Africa. The task of children: to organize the delivery of drinking water in special cylinders (they are replaced plastic bottles); using a geographic map, suggest delivery methods.
9. The dog Beetle brings the news that an avalanche has descended in the mountains, as a result of which animals have suffered, trees have been broken. Children's task: to collect a special package with bandages, iodine, putty for trees.
10. There is a paper butterfly with a torn-off wing, around it there are images of "sad" flowers. Assignment for children: to express their assumptions why the butterfly looks like this and why the flowers are “sad”.
11. A magpie flew to the island "Priroda" with a letter from Berendey: "Alarm, an anteater has appeared!" How can his appearance in the forest threaten?
12. In the islet "Nature" there is a storyline depicting naked, diseased trees. Assignment for children: think about what happened in this forest and how you can help him.
13. Fairy tale "Turnip" (Grandfather has a bad harvest: the turnip has not grown. How can I help him?) 14. Fairy tale "Teremok" (you need to help the characters build a house without using the forest).
"Mushrooms"
15. Dunno calls children into the forest for mushrooms, but does not know which mushrooms are edible and which are not.
"Transport"
16. Animals of Africa ask Aibolit for help, but Aibolit does not know how to get to them.
"Houses", "Properties of materials"
17. Piglets want to build a solid house to hide from the wolf and do not know what material to make it from.
"Fruits"
18. Traveling in the desert, the children became thirsty. But with them there were only fruits. Can I get drunk?
"Material properties"
19. In rainy weather, you have to come to kindergarten, but what shoes to choose to come to kindergarten without getting your feet wet.
"Language of facial expressions and gestures"
20. We travel around the world, but do not know foreign languages.
" Weather"
21. We went on a trip to Africa, but what clothes to take with you to make it comfortable.
"Properties of metals"
22. Buratino wants to open the door in Papa Carlo's closet, but the key is at the bottom of the well. How to get Pinocchio the key, if it is wooden, and the tree does not sink.
"Cardinal points"
23. Mashenka got lost in the forest and does not know how to report herself and get out of the forest.
"Volume"
24. Know it necessary to determine the level of liquid in the jugs, but they are not transparent and with a narrow neck.
"Weather"
25. One friend lives in the far South and has never seen snow. And the other lives in the Far North, where the snow never melts. What can be done so that one can see the snow, and the other the grass and trees (they just don't want to move anywhere)?
"Measurement of length"
26. Little Red Riding Hood needs to get to her grandmother as quickly as possible, but she doesn't know which path is long and which is short ...
" Higher lower"
27. Ivan Tsarevich needs to find a treasure, which is buried under the tallest spruce. But he can't decide which spruce is the tallest.
"Medicinal plants"
28. Dunno in the forest injured his leg, but there is no first aid kit. What can be done.
"The soil"
29. Mashenka wants to plant flowers, but does not know on what soil the flowers will grow better.
"Tree properties"
30. Buratino ran to school, and there was a wide river in front of him, and the bridge was not visible. You need to hurry to school. Thought - thought Buratino how he could get across the river.
Contradiction: Pinocchio must cross the river, as he may be late for school, and is afraid to enter the water, because he cannot swim and thinks that he will drown. What to do?
" Watch"
31. Cinderella needs to leave the ball on time, and the palace clock suddenly stopped.
"Air properties"
32. Dunno with friends came to the river, but Dunno cannot swim. Znayka offered him a lifebuoy. But he is still afraid and thinks that he will drown.
"Magnifying devices"
33. Thumbelina wants to write a letter to her mother, but is worried that her mother will not be able to read it because of the very small font.
"Means of communication"
34. The elephant's grandmother fell ill. We need to call a doctor, but he doesn't know how.
"Properties of paper"
35. Why does she invite you on a trip along the river, but does not know if a paper boat is suitable for this?
Copy paper properties "
36. Misha wants to invite many friends to his birthday, but how to make many invitation cards in a short time?
"Properties of a magnet"
37. How to Cinch and Shpuntik quickly find the necessary iron part if it got lost in the box among the parts made of different materials?
"Friendship of Colors"
38. Cinderella wants to go to the ball, but they only let her in orange outfits.
Situational games for finding external resources
"Puss in one boot" 1. The cat from the fairy tale "Puss in Boots" lost his boot. It is uncomfortable to walk in one boot; he is unaccustomed to walking barefoot. How can a cat be now? "That's a game" 2. Ira lost her mittens at school, looked, looked, but could not find, and it is very cold outside and far from home. How to reach it without freezing your hands?
"Masha and the Bear" 3. Masha was friends with the bear and often went to visit him. Once again, going to visit her friend, Masha baked pies and put them in a bundle. She walked for a long time through a dense forest, accidentally caught a knot in a bush - it tore, and the pies crumbled. How can Masha bring them to the place where the bear lives? "Help Cinderella" 4. The stepmother ordered to bake pies for dinner. How to roll out the dough for Cinderella? "Preparing for the holiday" 5. The hare decided to arrange a holiday in honor of her daughter's birthday. Cookies of various shapes were to be the highlight of the program. The hare went around all the shops in the area, but could not buy cookie cutters. With the help of which the Hare can make cookies of different shapes? "Absent-minded Petya" 6. Having decided to go on a hike, the children agreed on who would take what with them. Having packed our backpacks, early in the morning we went out of town by train. Here is the station they need. Everyone got out, the train honked and disappeared around the bend. And then it turned out that Petya, who was "famous" for his absent-mindedness, had left his backpack in the carriage. And in it was a tent, a small shovel, a bowler hat and matches. Everyone was very upset, except for Marina, who offered to think and find a way out. How to spend a night in the woods without a tent? How to do without a pot, a spatula and matches? Situations for finding internal resources "Postcards for Dina" 1. Dina collects postcards, and friends (and she has 20) decided to give her beautiful postcards for her birthday. At the last moment, it turned out that all the cards are exactly the same. Dina added one of them to her collection. What to do with the remaining nineteen? "Little Red Riding Hood" 2. Little Red Riding Hood's hat is completely worn out. She asked her grandmother to sew a new one for her. The grandmother fulfilled the request of her beloved granddaughter and sewed her a beautiful hat for her birthday. The granddaughter was very pleased. But my grandmother, absent-mindedly, gave her granddaughter the same hat for the New Year, on March 8 and for seven more holidays. The girl, so as not to upset her grandmother, took all 10 hats. But what should she do with them? "Help Olya" 3. Olya long hair... For the New Year, mom, dad, grandmother and girlfriends gave her many bright ribbons - so many that Olya could not think of what to do with them, how to use them. Help Olya solve this problem. "Milk problems of the cat Matroskin" 4. The cat Matroskin drank so much milk that he filled all the containers in the house with it. How Matroskin can use all this sea of ​​milk? "Baskets for kids" 5. Once upon a time there was a goat with kids. Every day the goat went to the forest and brought a basket of grass from there. The basket was large and handy but old. And in the end she made holes, and the grass spilled out. The goat asked the kids to weave a new basket. The kids got down to business together, but soon began to quarrel: they could not share responsibilities among themselves. And then they decided that everyone would weave the basket himself. And soon the goat received twenty-one baskets (!). The goat didn't know what to do with them. Help her.
"Wonderful Forester"
6. A forester lived in a pine forest. When he got bored, he collected Pine cones... And he collected so many of them that they could fill an entire railway carriage. The forester did not know what to do with them. How would you use them? "Citizens of the city of Kiselsk" 7. A misfortune happened to the inhabitants of Kiselsk: one fine day all the inhabitants of the city cooked their favorite dish - jelly, and there was so much of it that a "jelly" flood began in the city. Tell the residents of the city how to use jelly. "Jam for Carlson" 8. Everyone knows that Carlson was very fond of everything sweet, especially jam. The kid constantly brought him various jams in metal cans, and Carlson immediately emptied them. As a result, Carlson had a lot of empty cans. Throw them in the trash can? It's a pity. How do you use them?
Situations of controversy
Children solve problem situations using the algorithm proposed by them. Let us show how the algorithm is used using one problem situation as an example.
1. Buratio dropped the golden key into the swamp, but Tortilla's turtle was not nearby. This is the situation that the children imagine. How can Pinocchio get the key?
In a situation, a task or a question stands out. Buratino must sink under the water, because he needs to get the key, but he cannot do this, because it is wooden and will immediately float to the surface. These are the contradictions of this problematic situation. The next steps will be to find the optimal end result with the lowest cost and determine the resources that will help to get this result.
2. ОХ and АХ gathered on a campaign, took canned food and bread. They came to the place and decided to have a snack, but it turned out that they had left the can and table openers at home. How to open a bank?
Contradiction: OX and AX have to open a can of canned food, because they are hungry, and cannot do it, because they have nothing.
3. A circus has arrived in the city. In order for adults and children to know about this, it is necessary to put up posters, but there is not a drop of glue in the city. How to post posters? Contradiction: The posters need to be pasted up, because they will help the residents of the city learn about the arrival of the circus; it is impossible to stick up posters, because there is no glue.
4. Znayka asked Donut through Dunno to give him a recipe for delicious pies. When Donut began to tell Dunno about what is included in the recipe, they both remembered that they could not write. How to be?
Contradiction: Dunno must give Znayka a recipe for pies, because he cannot do anything without a recipe, and cannot do it, because he cannot write.
5. In the royal garden, on the magic apple tree, only one rejuvenating apple ripened, but so high that the king, even with the help of a large staircase, could not reach it. How can a king get hold of this apple? Contradiction: The king must get the rejuvenating apple, because only with its help he will become younger, and he cannot, because he does not know how to do it.
Peer interpersonal situations
In many children, already in preschool age, a negative attitude towards others is formed and consolidated, which can have very sad long-term consequences. Timely identification of problematic forms of interpersonal relationships and helping the child overcome them is the most important task of teachers.
1. - Galina Anatolyevna, if a flower broke, would you be very angry? - Probably would be angry. Why are you asking? - And I saw how Sonya broke a flower. What can you say about Sonya's act? What proverb do you know that works in this situation?
2. Katya's ball rolled away and hit your leg. Nikita screamed.
- Don't you see where you are throwing the ball? It hurts me. How would you do otherwise? What will you tell each other?
3. Nika came in a new dress. Natasha saw and said loudly. - What are you bragging about? Do you think my mom still best dress bought. Is Natasha right in this situation?
4. Sasha still hasn't learned how to tie his shoelaces. Nikita is screaming in the dressing room. “Ha, look, she’ll go to school soon, but she doesn’t know how to tie shoelaces.” Katya silently approached and helped Sasha. Whose deed is correct?
5. The children returned from their walk. Quickly undressed, went to the group. Andrey looked into the dressing room and shouted. Galina Anatolyevna, but Seryozha did not put his boots back. Galina Anatolyevna looked at Andrey reproachfully. Why? What would you do if you were Andrei.
6. Children paint. Olya's pencil broke. She snatched the pencil from Rita's hands. Rita got up and moved to another seat. Why did Rita go to another table? What would you do?
7. Svetlana Vladimirovna talks with the junior teacher Valentina Ivanovna. Natasha screams. Svetlana Vladimirovna, but Olya does not give my doll. Then he comes up and touches the teacher's hand.
- Don't you hear, Olya does not give my doll. What did Svetlana Vladimirovna say to Natasha?
8. A group of boys are building a castle. Alyosha came up and put the board on top. The castle fell apart. What did the boys say to him? What would you do?
9. In the morning Slava played with Artyom. When Roma came, Slava began to play with him. Artem came up and said to Slava. - You are a traitor. Roma was offended. How do you think why?
10. Rita and Sasha are on duty at the mini-nature center. Sasha said: - Rita, let's take the turtle to the girls, let them play with her. Rita told Galina Anatolyevna about this. Is Rita right? What would you do?
11. In the waiting room Galina Anatolyevna talks with Artyom's mother. Rita walks over and speaks. - And you know that your Artyom is the last one to dress. Galina Anatolyevna made a remark to Rita. What do you think Galina Anatolyevna said to Rita?
12. Sveta comes out into the waiting room and speaks loudly. - I'm no longer friends with Nika. She calls me Candy Light. Why was Sveta offended?
13. During lunch, Valentina Ivanovna offered Vitya a supplement. Vitya says: - I don't need your supplement. What would you say to Valentina Ivanovna?

14. After dinner the children fell asleep. Natasha cannot sleep. She constantly turns to the teacher:
- Straighten my blanket. - I want to go to the toilet. - And Sasha sniffs loudly, bothers me. What would you do?
15. During an afternoon snack, Sasha put a chair very close to the table. When he began to sit down, he pushed Nikita. He spilled milk. Nikita said loudly: - Don't you see? I don’t want to sit next to you. Is Nikita right? What would you do if you were Sasha and Nikita?
Situations for GCD
1. In the fairy tale "Cinderella", the stepmother and her sisters did not take Cinderella with them to the ball, because she was their servant, washed and cleaned after them. What would you do if you were your stepmother?
a) would not take to the ball, because Cinderella wore an old, dirty dress;
b) would say that there was not enough invitation for her;
c) I would take it with me, because all people are equal.
2. One morning, when the children were having breakfast, the door of the group opened, the head of the kindergarten came in with two black girls and said: "These sisters, Baharnesh and Alina, came from Ethiopia and will now come to your group." What would you do if you were children?
a) laughed and began to point a finger at the sisters: "They are quite black!";
b) invited the girls to have breakfast together, and then showed his group; no matter what race the girl is;
c) turned to his plate, as if no one had come.
3. A newcomer came to the group - a boy from Georgia who did not speak Russian very well. Vanya began to tease him. What would you say to Vanya?
a) would laugh with him at the beginner;
b) did not pay attention to the fact that Vanya was teasing the newcomer;
c) I would protect a beginner, start playing with him, because it's not the main thing which language you speak.
4. One day the children passed by the mosque and saw an elderly man kneeling down praying. They:
a) laughed, pointing at the old man;
b) began to mimic;
c) step aside so as not to interfere with him, because you need to respect any religion.
What would you do?
5. In the fairy tale "Sivka-Burka" the elder brothers did not take Ivanushka with them to the city, because they considered him small and stupid. They just told him: "Sit, you fool, at home!" What would you do?
a) just like brothers;
b) would take Ivanushka with him;
c) I would have left at home, but said: "You will stay for the owner."
6. Inhabitants of the poultry yard from the tale of G.Kh. Andersen "The Ugly Duckling" offended the duckling for being ugly. They called him nasty, no one was friends with him. Did the birds behave correctly? What would you do?
a) correct; I would do the same;
b) wrong; don't be friends if you don't want to, but you can't offend;
c) wrong; despite their different appearance, everyone has equal rights; would be friends.
Situations on the topic "What would happen if ..."
1. "... people did not know about the danger"
Objectives: To survey the level of knowledge and skills of children on life safety; develop thinking, attention; foster a desire to follow safety rules.
2. "... the alarm was announced in kindergarten"
Objectives: To promote the ability of preschoolers to correctly and quickly respond to alarms, to consolidate the knowledge of children about fire safety measures; develop speed of reaction, coordination of actions of the teacher and children; foster a desire to help each other.
3. "... eat an unfamiliar berry"
Objectives: Introduce edible and poisonous berries and mushrooms; develop the ability to express full sentences, develop a sense of caution towards unfamiliar berries; contribute to the education of a sense of proportion.
4. "... the dog attacked the child"
Objectives: To promote the ability of children to act in various situations related to pets; to give an idea of ​​diseases transmitted by animals; develop the ability to express your thoughts in full sentences; contribute to the education of love for animals.
5. "... fly high like a bird"
Objectives: To acquaint children with the variety of birds, develop the ability to understand that any bird can be a source of disease; provide insights into safe bird care, including pets; develop thinking, connected speech.
6. "... eat only sweets"
Objectives: To provide an understanding of the impact of a variety of foods on children's organism; to acquaint with some vitamins (A, B, C, D) and their effect on health; which products are beneficial and which are harmful; develop connected speech, activate the vocabulary of children on the topic.
Methodological basis
Electronic resource: Social network of educators. - Access mode: nsportal.ru.
Internet.

PEDAGOGICAL UNIVERSITY "FIRST SEPTEMBER"

E.O.SMIRNOVA

Moral and moral development of preschoolers

Course curriculum

Newspaper number	Educational material
	Lecture number 1. Methods of moral and ethical education in preschool pedagogy
	Lecture number 2. Morality and ethics as different aspects of ethical development
	Lecture number 3. The problem of interpersonal relationships in preschoolers
	Lecture number 4. Development of communication and attitudes towards a peer at an early and preschool age
	Lecture number 5. Methods for diagnosing interpersonal relationships of preschoolers
	Lecture number 6. Aggressiveness and resentment as problematic forms of interpersonal relationships in preschoolers
	Lecture number 7. Shyness and demonstrativeness as problematic forms of interpersonal relationships in preschoolers
	Lecture number 8. Formation of benevolent relationships of preschoolers
	Final work The final work is a creative task. The final works, accompanied by certificates from the educational institution (acts of implementation), must be sent to the Pedagogical University no later than February 28, 2007.

Lecture number 2

Morality and ethics as different aspects of ethical development

Literature

1. Arseniev S.S. Scientific education and moral education \\ in the book. "Psychological problems of moral education of children." M., 1977.
2. Vygotsky L.S. Educational Psychology, chapter "Moral Behavior", p. 249-270.
M., 1991.
3. Smirnova E.O., Kholmogorova V.M. The ratio of direct and indirect stimuli of children's moral behavior (article). Psychology Issues, 2001, No. 1.
4. A. About meeting. Wedge, 1999.
5. Frank S.L. Reality and man. M., 1997.
6. Jacobson S.G. Problems of the ethical development of children. M., 1984.

Morality and ethics: unity of opposites

In the previous lecture, we talked about the fact that both in pedagogy and in psychology there are two approaches to understanding and ethical development of the child and, accordingly, to his moral and ethical education. One of them is based on the assimilation of moral norms and rules of conduct, the other - on the emotional development of the child and the formation of social feelings. This state of affairs in child psychology is far from accidental. It corresponds to the separation of the two fundamental ethical categories of philosophy - morality and moral... As noted by the Russian philosopher S.L. Frank, “... human behavior, human will and relations between people are subject not to one, but to two different laws, which in their content are largely at odds with each other ...” (1997; p. 81).

Let us briefly dwell on the definition and distinction of these categories.

The essence of morality is assessment of human behavior, in the prescription or prohibition of specific actions and deeds... Morality has a social and social character; it is determined by social reasons, and therefore is always partial and belongs to a specific group (social, national, religious, etc.). Morality is expressed in a specific law (code) that prescribes or prohibits specific forms of behavior. Its essence consists in correlating a specific act with a given law as with a certain criterion for assessing human behavior. Morality encourages some norms of behavior and condemns others. Compliance with these norms presupposes a certain reward, which has quite real forms: from praise and respect of others to material and other benefits. Moral behavior is motivated by the desire to conform to a certain model and is directed towards oneself (self-affirmation and self-esteem). At the same time, the other person is perceived here through the prism of my I - my ideas, my assessments and needs. It is considered as a circumstance of my own life, which may or may not correspond to my ideas, express or not express the proper attitude towards me.
As a result, a person perceives and experiences only himself, or rather, what is usually called the image of the I (his interests, assessments, qualities).

Accordingly, moral norms are always specific, partial (they are recognized only by a certain group) and conditional (depending on the place and time of their use).

Unlike morality morality is universal, universal and unconditional... It cannot be expressed in final and concrete norms and forms of behavior. Moral behavior is not aimed at receiving any reward and not at observing the law, but to other people and expresses a special attitude towards them. The moral attitude is based on such a perception of the other, in which he acts not as a circumstance in the life of the subject, but as a self-valuable and self-sufficient person. The ability to see and hear exactly another person, and not oneself in it is the basis of a moral attitude towards another. Morality is formed together with the personality of the individual and is inseparable from his I. Moral behavior is self-sufficient and does not imply any external rewards. A person carries out certain actions not in order to be praised, but because he cannot do otherwise. Moral behavior is aimed not at evaluating, but at the very BEING of another, regardless of his specific qualities or actions (A.S. Arseniev, 1977). The only moral norm is love for another and treating him as oneself: “love your neighbor as yourself”, “do not do to another what you do not wish for yourself,” and hence the avoidance of violence, contempt, oppression of the other, no matter how was and whatever he did. For example, loving mother seeks to help and support his child, regardless of his merits or specific actions, sometimes even contrary to his interests.

As L.S. Vygotsky (1991), one who does not know that he is acting morally acts morally. Moral actions, motivated by the observance of a moral standard, are based on "the wrong idea of ​​moral values ​​as personal virtues, as wealth and advantage, causing narcissism and contempt for all" bad "(L.S. Vygotsky, 1991, p. 258) ... True moral behavior of a child, from his point of view, “must become his nature, be done freely and easily” (ibid., P. 265).

Based on these considerations, it can be concluded that moral and ethical behavior has different psychological foundations. Moral behavior is aimed at another person and expresses a special attitude towards him as an independent and unique person. This behavior is disinterested (a person does not expect anything in return) and universal (does not depend on a specific situation). In contrast, moral behavior is motivated by the desire to conform to a certain model and is aimed at self-affirmation, reinforcement of one's moral self-esteem (a person wants to be good and positively evaluated). In this case, the other acts as a means of affirming my merits or as an object of my assessment, depending on what he did or did not do for me. This attitude towards the other is pragmatic and partial.

The outstanding Orthodox psychologist and philosopher A. Surozhsky writes: “The fact that another person is sympathetic to us or not to us does not exhaust his essence ... deep into and hear the other ... To see and hear the other means to join, to take in oneself, to experience communion with him. To love means to stop seeing in oneself the center and purpose of one's existence ... Then there is no longer self-affirmation and self-justification, but there is an aspiration to have it in all the fullness of its being ”(1999; p. 221).

However, for all their opposite, morality and ethics describe single ethical principle of man... Morality and morality are manifested in similar forms of behavior - these are actions for the other and for the benefit of the other... Accordingly, the ethical development of the child is moral and ethical development, within which two different lines must be distinguished.

The development of moral behavior, mediated by moral norms and assessments, has been repeatedly studied in Russian psychology (S.G. Yakobson; V.G.Schur, E. Subbotsky; L.I.Bozhovich, T.E. Konnikova, N.A. etc.). In contrast to this, the psychological conditions for the formation of morality as a fundamental quality of the individual remain the most important, but little-studied problem, to the solution of which our course of lectures is aimed.

The influence of moral norms on the behavior of preschoolers

Analysis of psychological and pedagogical literature has shown that the main method of moral development is usually considered the formation of a child's moral consciousness: his ideas about good and evil, about norms of behavior, about good and bad deeds, etc. This approach is based on the assumption that moral -moral ideas develop into the corresponding actions of the child and become a pledge and source of his moral behavior. However, the effectiveness of these methods remains unproven. Is there a direct link between moral judgment and practical behavior in children? Are adequate moral beliefs and judgments the psychological basis for moral actions? In the psychological and pedagogical literature, there are separate facts, both confirming and refuting the connection between moral consciousness and moral behavior. In this regard, the first task of our work was to study the relationship between the moral judgments of children and their behavior in real life situations.

To solve this problem, a technique was developed in which the same situation was reproduced, on the one hand, in the child's real experience, and on the other, in terms of moral judgments, namely, in oral story and in pictures.

The experiment involved preschoolers from ordinary kindergartens. All children were divided into three age groups (middle age - 4–5 years old, senior - 5–6 years old, and preparatory - 6–7 years old).

Adult brought three children to a separate room, where they were offered their usual joint activity (pyramid, mosaic, constructor). In the course of the lesson, the adult "unexpectedly" found in his pocket two sweets and held them out to the children. Naturally, one of the guys didn't get the candy. Then the children were asked to continue the interrupted lesson. After that, the adult either left the room, or went about his business away from the children, without interfering with their interaction.

As a rule, the children sitting closer to the adult took the candies, then with some confusion looked at the child who did not get the candy, and expectantly at each other. In some cases, the confusion passed quickly, in others it lasted up to several minutes. Some children immediately shared their candy, and then tense silence was replaced by general joy, others began to vigorously discuss the situation, others silently took candy and pretended not to notice the offended child.

So, most kids of all age groups didn't share with a peer. At the same time, with age, the number of children who have shared with a peer increases. So, at 4-5 years old, the number of shared children was only 8%, and at 6-7 years old - already 30%. Moreover, the sharpest jump (almost 3 times) falls on 5 years, where the number of children shared was 25%.

Now consider how the same children reacted to a similar situation in the story. This part of the methodology was carried out the day after the first real situation. Its purpose was to identify the moral judgments of children about the behavior of the characters in the story. The story was composed in such a way that, firstly, it reflects a familiar situation, and, secondly, that it is an analogue of those works of art that are widely used in pedagogical practice as a means of forming moral behavior.

The child was brought to a separate room, where the adult read the story to him quite expressively and emotionally. The story was about how Santa Claus handed out tasty and large candies to all the children at the holiday, but in the confusion no one even noticed that a new boy was brought to the group, who did not get the candy. He was so confused in the new environment that he quietly sat down in a corner and watched from afar how everyone was having fun. When the holiday came to an end, the boy continued to sit unnoticed in his corner. One of the guys walked past him, teased him with his candy, put it in his mouth, laughed and ran away. The kid was ready to cry from resentment and loneliness. Suddenly he felt that someone touched his shoulder, he turned around and saw the girl. She stood and looked at him, and then handed him her candy: "Here you go, you didn't get it."

The next day, a similar situation was presented to the same children in the pictures.

The first of them depicted Santa Claus giving gifts to children (a large candy for each child). In the second picture, all the children each received a candy, except for one boy who did not receive the candy. In the third picture, the baby who didn't get the candy was crying. The rest of the children were busy with their own affairs, and two pointed fingers at the crying baby and laughed. In the last picture, a girl approached the crying boy and held out her candy to him.

After reading the story and presenting the pictures, the adult asked each child which of the characters he liked best, why, and how he would act in a similar situation.

Children of all age groups listened attentively to the story, looked at the pictures and sincerely worried about the main character. Almost all children chose the girl who shared the candy with the newcomer as the most attractive character, and the boy who did not share as the least attractive character.

When explaining their choice, the children were guided by the rules and norms (“it’s not good to do this” or “you cannot do this”): “I don’t like the boy who didn’t give the candy. If you didn’t give the candy, you have to feel sorry for him and give him the candy, and not be greedy ”or:“ The boy who didn’t share is bad, because you cannot do that ”.

When asked how the child himself would act in such a situation, in the overwhelming majority of cases, the children confidently answered that they would give their candy (or at least half of it). Despite the fact that the day before most of them did not share sweets with their partner, they all answered quickly, without hesitation, as if they were talking about things that were taken for granted: “Of course I would, I always share” or: “I would share ... Would break the candy in half and share. He wants to too. "

So, the overwhelming majority of children prefer a character who has done the right moral act, and they themselves are ready to commit such an act. Comparing the results of different situations, one can see that the behavior of children in a real situation and their moral statements about a similar situation in the story and in the pictures for most children diverge. Making the right moral choice in the story and in the pictures, i.e. demonstrating the presence of moral consciousness, in a real life situation, children are not ready for moral actions. This may indicate that, realizing the desirability of moral behavior for others (characters in the story and pictures), in a real situation, children are guided by their own benefit, which indicates an obvious discrepancy between moral consciousness and behavior in the majority of preschoolers... The coincidence of moral judgments and actions is observed only in exceptional cases (in 4% of children in middle group, 15% in the older and 25% of children in preparatory).

The results obtained show that in the minds of the majority of children there is no correlation between real and desirable, imaginary situations. It can be assumed that the moral norm exists separately from the real life situation and is not a means of realizing oneself and one's actions.

Recall that projective situations ("Story" and "Pictures") were analogous to traditional methodological techniques that are widely used as a means of moral development in kindergartens. Both projective methods had not only ascertaining, but also formative in nature, since in them children not only demonstrated the level of moral judgments and the adequacy of moral assessments, but also imagined themselves in an imaginary problem situation, solved a kind of moral task. This task was supposed to actualize the moral norm, link it with behavior and bring it closer to the child's own experience.

Thus, the presentation of these projective situations can be viewed as a kind of educational impact, aimed at establishing a connection between the moral norm and the real behavior of the child. Perhaps the actualization of the moral norm, its "reminder" will contribute to the moral assessment of one's deed, which can change the real behavior of children. To test this assumption, a reproduction of a real life situation was undertaken on the next day after the "Pictures" method was carried out. It was important to find out whether the behavior of the children who received the candies changed in comparison with the first situation.

Comparison of the results of the first and second real situations showed that after the story and presentation of the pictures, the number of children shared increased dramatically in all age groups (about 3 times). The number of children shared has increased especially significantly 5 years of age... These data indicate that the age of 5 is a decisive, turning point in the moral development of a child. It was at this age the moral norm becomes a real motivator and regulator of behavior.

However, this experiment took place the next day after the "Story" and "Pictures" techniques, when the narrated and shown situations were still firmly retained in the memory of the children and had a direct impact on their actions. Therefore, the question naturally arises of how stable is the influence of such pedagogical influences on the behavior of children.

To identify the stability of the influence of moral norms, we reproduced a similar situation with the same groups of children after a sufficiently long time for preschoolers (4 weeks).

The results obtained a month later turned out to be fundamentally different. The number of children sharing candy has dropped sharply across all age groups. Thus, in the middle group, the number of children shared equaled the same indicator in the first situation. V senior group the number of children shared has decreased by almost half.

Thus, the impact of our educational influences was unstable and short-lived. After a month, almost all children returned to their previous type of behavior. Only for a few children in the senior and preparatory groups (no more than 10%), the effect of educational influences was stable and long-term.

So we see serious discrepancies in moral judgments and behavior of children in real life situations... All the children who took part in the experiment know the moral norm of justice, but on average no more than half of them implement it in their behavior. Many children, knowing full well the moral norm of justice, in real interaction adhered to the wrong moral behavior.

However, moral development cannot be reduced to a consistent and unambiguous reproduction of given patterns of behavior; moral norms cannot foresee the whole variety of life situations that a child encounters already in preschool age. The ethical education of a child is not limited to the reproduction of certain rules of behavior, as is often done in the diagnosis and practice of moral development. Obviously, in the practice of real interpersonal relations, the child will have to face situations that are somewhat different from those set by the teacher.

In this regard, the question arises whether a child who has mastered this rule or pattern of behavior can “transfer” it to other, somewhat different from those proposed earlier, circumstances.

The ability to "expand" the moral norm as an indicator of moral development

To clarify this issue, we conducted a special experiment, the technique of which included 2 situations. One of them ("Gift") exactly reproduced the moral norm contained in the "Story" and "Pictures" (it is necessary to share with those who have nothing), and the other ("Riddles") was somewhat different from it.

The experiment involved 50 5-year-old children. This age was chosen because it is at this stage, as shown by the previous experiment, that the moral norm becomes a real stimulus and regulator of moral behavior.

The "Gift" method practically reproduced the real life situation described above. An adult brought three children to a separate room and started a conversation on a general topic (plans for the day, preparation for the holiday, favorite toys, etc.). "Unexpectedly" in the course of the conversation, he found two sweets in his pocket and held them out to the children. Naturally, one of the guys lacked candy. The children resolved this problematic situation on their own, while recording: the nature of the behavior of the children, their emotional manifestations and speech statements. In this situation, after special preliminary preparation (see above the "Story" and "Pictures" methods) 60% of five-year-olds shared candy with their peers.

This situation differed from the previous one in that here the child received sweets “deservedly”, i.e. won them in competition with a partner. There is no moral reason to share the prize with your competitor. At the same time, the unfairness of the situation was obvious (one had two candies, and the other had none); a moral act in this case could be prompted not only by knowledge of the rules of behavior, but also by a direct relationship to a partner.

Solving the riddle did not cause any difficulties, and one of the children immediately gave the correct answer. As a rule, the children rejoiced at the success of their comrade. But as soon as the winner received the candy, they tensely calmed down, looking from an adult to another child. And here a variety of behaviors of children who received candy were observed.

Some of them hid sweets in their pockets or held them in their hands. Others put sweets on the table, in full view of their partner. Still others asked when they would ask another riddle so that everyone would get sweets, and when they learned that there would be no more riddles, they shrugged their shoulders with regret, but left the sweets with themselves. The fourth (12%) - for a long time with a doubt looked from the peer to the experimenter and, as if reluctantly, shared one of the sweets with their partner. And finally, the fifth - shared without hesitation, naturally and sincerely. There were 20% of them.

Comparing the results of the two methods, we see that if in the first situation 60% of children followed the moral norm, then in the second such children were only 32%. It can be seen that in a situation requiring the transfer of the “moral stereotype” to somewhat different circumstances, almost half the number of children perform an altruistic act towards a partner.

At the same time, significant individual differences were revealed in the behavior of preschoolers, which became the subject of special consideration.

Ethical development options for preschoolers

According to the ratio of the nature of the moral behavior of children in situations "Gift" and "Riddles", three groups of children were identified. Comparing the results of experiments with the qualitative features of children's behavior (emotions, statements, views), we assumed that the identified types of children reflect various options for ethical development, which differ in motivational attitudes and general orientation of the personality.

So kids the first group did not share the candy with their peers in both situations... They found a clear focus on themselves and their immediate interests. Knowledge of the rule of justice did not in any way affect their real behavior. Their own benefit ("candy in their hands") turned out to be a more significant motive for them than the observance of a moral standard or the interests of a peer. Apparently, these children are still did not embark on the path of ethical development.

Unlike them, preschoolers second group made the right moral act in the "Gift" situation, but were unable to "transfer" the known norm to new circumstances... They demonstrated an orientation toward observance of a moral standard. However, this compliance was rigidly tied to specific circumstances that exactly reproduced the situation specified in the sample. When these circumstances changed, the moral norm lost its motivating force and gave way to the direct interests of the child. The nature of the behavior of these children (doubts, indecision, seeking support and evaluation from an adult) suggests that following the correct behavior was forced for them. Apparently, in this case we are dealing with a purely moral behavior mediated by rule or pattern... It can be assumed that this behavior is prompted by the desire for recognition - the child wants to be good and not be bad.

Children the third group was shared with peers in both situations... Their behavior indicated that they were predominantly peer-oriented. A direct relationship to another, which manifested itself in looks, smiles, addresses, is a stable characteristic of a person, therefore, it manifests itself regardless of specific circumstances. For these children, the "expansion" of the known norm and the transfer of humane forms of behavior to new circumstances was carried out naturally, without any external or internal struggle or coercion. It can be assumed that this type of behavior is most corresponds to the moral.

So, the above results allow us to assert that the basis of moral behavior is a special attitude towards a peer, not mediated by the subject's own expectations, assessments and interpretations. Freedom from fixation on your expectations and ideas opens up the opportunity to see the other in all its integrity and completeness, to experience your community with him, which engenders both empathy and assistance.
In general, the experiments carried out showed that preschoolers of the selected groups perceive and relate to their peers in different ways and that moral development is based on the formation of interpersonal relationships among children.

Questions

1. What is the qualitative difference between moral and ethical behavior?

2. Why is knowledge and understanding of moral norms and the correctness of ethical assessments not always reflected in the behavior of children?

3. At what age can a moral norm become a regulator of a child's behavior?

4. Why the transfer of a moral norm to new circumstances can serve as an indicator of the moral development of a child?

5. Name the options for the ethical development of preschoolers and give them a psychological description.

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 character 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 can be traced.

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), attracting the attention of children to the emotional experiences of the participants in the game, acting 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 portraying 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 importance of play in the moral development of a child has been 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 in the game there are various moral situations and even conflicts if children with different moral attitudes participate in it.

In play, 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 develops 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 really existing 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 game form... 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 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 friend liked the new doll, you started 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 at 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 out of line;

D.- insist on your own;

Offer the first one to ride a friend;

You will 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 with 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.

Options for playing 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-scheme in the form of a pencil sketch (joy, sadness, fear, surprise, etc.).

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Roza Semyonovna Bure

Social and moral education of preschoolers. Toolkit

Dedicated to my teachers

colleagues and students.

Introduction

The problems of social and moral education of preschoolers are at the center of attention of domestic pedagogy.

At present, research aimed at developing the theoretical and methodological foundations of the social formation of the preschooler's personality, fostering a conscious attitude to various aspects of the social environment and behavior that corresponds to moral norms is acquiring especially acute importance.

The views on the child have changed significantly over the past decades. preschool age... The position that preschool age is of lasting importance in the formation of a child's personality is being more and more weighty; it is the “foundation of a harmonious personality” (A. V. Zaporozhets); new data were obtained on the process of social formation of a preschooler's personality. The researchers substantiated the proposition that at preschool age, a child acquires significant practical experience of actions that correspond to the moral norms of society, and on its basis - behavioral skills, in which a humane attitude towards others, a responsible attitude towards activities are manifested; the initial forms of awareness of the moral meaning of the phenomena occurring in society, socially acceptable motives for the formation of personal mechanisms of behavior are formed. The older preschooler becomes aware of the objectivity and fairness of moral norms, an understanding of their relative importance in situations of moral choice.

The great importance of preschool childhood in the development of personality requires the development of more advanced methods and means that contribute to the social formation of a preschooler's personality, allowing not to miss the optimal time for the formation of the foundations of his harmonious development.

The evidence that a child of preschool age should be considered not as an object of pedagogical influences, but as a subject of the realization of his needs, interests and aspirations, is gaining in importance.

The approach to solving the problems of forming a child's moral character, recognizing him as a subject of upbringing, requires a change in the direction of the adult's influences, the development of means and methods that allow the preschooler to present moral norms through his personal perception. The result of the teacher's influence should be the development of social feelings in the preschooler (satisfaction, self-esteem, self-dissatisfaction, shame, etc.), self-assessment from the position of "I am among people", "I am for people", "I am with people."

Methods of moral education should be aimed not at the transfer of moral norms in order to form an appropriate practical experience, but at putting the child in conditions under which an act that corresponds to a moral standard would become personally significant for him.

The solution of the problems of social and moral development is facilitated by the organization of the pedagogical process on the basis of a personality-oriented model, which provides for close interaction of children with a teacher who admits and takes into account the presence of preschoolers' own judgments, suggestions, and disagreements. Communication in such conditions takes on the character of a dialogue, joint discussion and development of common solutions.

Research substantiating the importance of emotional regulation of behavior, aimed at the formation of the ability to anticipate the result of one's intended action, to assess its meaning for oneself and for others, is of significant importance in the further development of the problems of the social formation of a preschooler's personality. Research has revealed a significant role in the upbringing of a preschooler of social emotions and feelings, which become "a mechanism for emotional correction of behavior" (A. V. Zaporozhets).

Thus, the results of studies of teachers and psychologists allow us to continue the development of the problem of social formation of a preschooler's personality and substantiate its relevance.

This tutorial is presented in summary the views of philosophers on the essence and content of the moral norms of society; theoretical problems, methods and means that contribute to the development in children of the ability to independently choose actions and deeds, relationships with peers, corresponding to moral norms, education of moral and volitional qualities.

The methods and means of upbringing humane feelings in preschoolers presented in the book are based on the proposition that an attitude is born only with a sensory perception of social phenomena, and knowledge becomes the basis for the formation of motives that induce morally valuable actions. Impact on emotional sphere not only allows the preschooler to master the concepts of "good" and "bad", but also causes the desire to follow the good and resist the bad under the influence of not established rules, but developing humane feelings.

The book discusses the need to improve the methods of social formation of a preschooler's personality on the basis of an approach to the child as a subject of activity and building relationships, satisfying his need for independence, which is already expressed in three years old in the statement: "I myself!"

A significant place is occupied by the discussion of the position of domestic pedagogy and psychology on the leading role of activity in education and training. The pedagogical conditions under which activity becomes a means of forming the personality of a preschooler are considered; the methods of upbringing the fundamental qualities are analyzed: independence, perseverance, adequate self-assessment of one's actions and results of activity, the humanistic orientation of the individual.

The methods of educating the humanistic orientation of the preschooler's personality are presented with varying completeness, taking into account the volume of their publication in the scientific and methodological literature.

Much space is given to the consideration of dissertations carried out at the Department of Preschool Pedagogy of Moscow State Pedagogical University in the last decade.

When considering the methodological aspects of the problems discussed, the author considered it appropriate to cite the content of formative experiments in order to concretize the outlined methodological techniques, as well as some examples from the experience of teachers (conversations, communication with children, etc.) with a subsequent analysis of their educational significance.

The author expresses his deep gratitude to L.M. Volobueva, T.I. Erofeeva, O.V. Nikiforova for invaluable help in the creation of the monograph, disinterested support and benevolent attitude. Thanks A. Efimova, laboratory assistant of the Department of Preschool Pedagogy, for her help in preparing the manuscript for publication.

Theoretical foundations for the formation of a conscious attitude to the social environment and moral norms in children

Morality is defined in philosophy as "the common value basis of culture, directing human activity to assert the self-worth of the individual, the equality of people in their striving for a sufficient and happy life."

Morality is “a system of norms and values ​​that ultimately orient a person towards the good of others. These norms and values ​​are addressed to a person, and they are arranged in such a way that they require not only virtuous and just actions, but also that these actions be committed intentionally and as a result of a free and disinterested decision of a person. "

"Morality as a social phenomenon is generated by the need to coordinate the behavior of each individual person with the interests of other people and society."

Such definitions of philosophers substantiate the role of morality as theoretical basis moral education.

We are always among people. "But are we ready, do we want and know how to behave with all the people around us so that both themselves and they feel mutual satisfaction with communication?" - IV Dubrovina addresses the reader.

How do you answer this question? How to evaluate your own behavior and the actions of other people? What should you focus on in order to live in harmony with society?

O. G. Drobnitsky, as if answering these questions, writes that in society "there is a need to create special norms, systems of instructions and restrictions, compulsions and prohibitions, as well as social sanctions designed to harmonize mass behavior with social needs" ...

This means is the norms of morality, that is, objective requirements for the behavior of people in society, expressing the need to correlate personal and public interests in emerging specific situations, based on the strength and authority of public opinion, but referring to the moral consciousness of the individual.

These requirements manifest imperativeness (imperativeness) and, at the same time, a focus on the person's awareness of their essence and legitimacy.

Moral norms also reflect the historical experience of generations that has come down to us in the form of customs, traditions, commandments. Until now, among people lives an ancient commandment, called the "golden rule of morality": "And as you want people to do to you, so you do with them (Gospel of Luke 6:31) ... (Do not) Do to to another, as you do not want him to act in relation to you. "

Moral norms are implemented in practice and are reproduced on a daily basis by the power of mass habits, dictates and assessments of public opinion, the convictions and motives that are brought up in the individual.

Moral norms are generalized concepts. They contain not the content of specific actions, but a general type of behavior, a way of behavior that regulates a person's attitude to society, people, work, to himself, to nature.

In the modern world, these relations are manifested in humanism, work orientation, self-esteem, ecological culture (awareness of their responsibility for the life and development of the animal and plant world). All these relationships are manifested in real situations in the form of actions, which always contain awareness and voluntariness. In actions, not only the practical actions of people are evaluated, but also their motives, motives and intentions. In this regard, the formation in each individual of the ability to relatively independently determine and direct his line of behavior in society without everyday external control acquires a special role in moral regulation (hence such concepts as conscience, sense of personal dignity, honor). For example, S. Ya. Marshak in a poem describes the actions of an unknown hero who saw a child in the window of a burning house. The hero jumped off the foot of the tram, got to the girl through the drainpipe and rescued her. Nobody forced him to such actions, he voluntarily and consciously performed a heroic act, prompted by the motive of sympathy for the suffering person; the attitude was reflected in his act. Consequently, the formation of actions is the formation of relationships.

Moral norms are not innate, but are assimilated by a child in the practice of relations with people around him and depend on the attitude of those around him, on how he is brought up, on the social environment in which he lives. An important role social relations, family atmosphere, emotional climate in the group also play kindergarten and other social and economic factors.

Due to the concreteness of thinking, the preschooler is not able to master these norms in a general abstract form. Therefore, the task arises of concretizing the norms of morality in order for the child to understand their meaning and educate the experience of actions that correspond to the norms of morality.

An adult “translates” moral norms into rules that serve as regulators of behavior for the child, and actions that, on the one hand, correspond to these norms, and on the other, situations that arise in Everyday life and containing a moral meaning.

Difficulties in the formation of actions in preschoolers that correspond to moral norms in specific situations also lie in the fact that, due to little experience, children (especially younger preschoolers) are far from always able to understand the essence of the situation that has arisen or transfer a familiar rule to it. For example, a baby cries after losing a toy. Seeing this, a peer begins to stroke him on the head, because he knows the rule: "you have to feel sorry for the one who cries." But such an action does not correspond to the essence of the situation that has arisen, in which one should help the baby find a toy.

What methods contribute to the formation of children's awareness of the meaning and fairness of moral rules? How to ensure that the child can independently find a way out that corresponds to the moral rule and the current situation?

The task of developing such methods of forming ideas about moral norms that would provide a preschooler with mastering the methods of self-regulation of behavior and activity becomes urgent.

In domestic pedagogy and psychology, the leading principle of education and training in activity has been approved. In the studies of P. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev, S. P. Rubinstein and other scientists, the provisions on the leading role of practical activity in the development of mental processes, the organization and regulation of one's own behavior, in the assimilation of social experience are substantiated. relationship to the social environment and relationships with people.

So, A. N. Leont'ev emphasizes: "Whatever particular process of the child's mental life is taken, the analysis of the driving forces of his development inevitably leads us to the main types of activities of the child, to their motives."

“It is in the activity that opportunities are created to overcome formalism in children's knowledge of moral norms, the moral culture of the individual is formed, that is, the unity of moral consciousness and behavior, combining knowledge of moral norms, the conviction of their significance and fairness and the ability to independently use this knowledge in their own practical experience, to find them an adequate form of behavior, which constantly arise not only in problematic, but also in elementary situations of moral choice. "

“If you pay attention only to the formation of moral ideas,” writes A. V. Zaporozhets, “without caring about the practice of children's relationships with people around them, there may be cases of“ moral formalism ”when children know the rules well, moral norms and even reason about them correctly. , but they themselves violate these norms, regardless of the interests of others. " To prevent such a discrepancy between knowledge and real behavior, it is necessary that "the child's moral ideas become the driving motives of his behavior ... So that he has not only understanding, but also a positive emotional attitude to his moral duties."

Such a task can be solved only by organizing various activities of children, in which they receive practical experience in using moral norms as a means of regulating their behavior, as well as for assessing the actions of their peers. The preschooler actively enters the world of social relations, learns elementary moral requirements, learns to fulfill them. This is done in age-appropriate activities. The child becomes a subject of activity, masters not only specific productive actions, but also such components of activity as goal-setting, self-esteem, etc., which is reflected in his social and emotional sphere.

AS Makarenko attached great importance to practical experience, the child's active activity in the formation of the desired behavior, emphasizing that between the knowledge of how to act and independent actions there is "a small groove that needs to be filled with experience." The accumulation of practical experience leads to the development of stable behavior: the child begins to do the right thing because he cannot do otherwise, because he is so used to it. But one should not think that by organizing work, play, communication of children, the teacher automatically achieves the goals of education. Activity as such can be "neutral" in the matter of upbringing (A. S. Makarenko), and the learned rules - only formal, but not really effective (T. I. Erofeeva, J. Z. Neverovich) knowledge, that is, not providing sufficient influence on the upbringing of a child's hard work, humane attitude towards peers, self-regulation of behavior, etc.

To solve the problems of moral education, it is necessary to organize activities in such a way as to create a maximum of conditions conducive to the realization of the possibilities contained in it. Only under appropriate conditions, in the process of independent various activities, the child learns to use the rules known to him as a means of regulating relations with peers. On the basis of these provisions, teachers and psychologists have conducted numerous studies that reveal the possibilities of various types of activity in the upbringing of personal qualities and relationships in children. The content of the pedagogical conditions for organizing the activities of preschoolers is disclosed below.

Familiarization with the different sides of the world around and education on this basis of feelings, attitudes and motives of action is one of the most important tasks of moral education of preschoolers.

During the period of preschool childhood, children develop:

a) ideas about the social environment, about social events accessible to their understanding (about home, native land, the uniqueness of its nature and beauty, about the folk epic, legends, about exploits, courage and courage of heroes, their glorious deeds), giving rise to a sense of pride, the beginning of patriotism. Such knowledge encourages activity, continuation of the glorious deeds of fathers and grandfathers; arouse interest in the life of other peoples, creating opportunities for the formation of an emotionally positive attitude towards them;

b) knowledge about human labor; that everything around is the result of the labor of many generations who have created the material and spiritual values ​​of society: the house in which the child lives; the school in which he will study; forest, park, river, garden, which are preserved thanks to the labor of people. These are spiritual values ​​created by scientists, writers, poets; this is the first ABC book by which a child learns to read; this is the work of a teacher who reveals to children all the wealth of knowledge, teaches the necessary skills and helps to learn about the world; these are books that become sources of knowledge, textbooks that introduce different aspects of life, which will become the subject of special study at school; these are fascinating fairy tales, stories and stories about the life of wonderful people, about the adventures and struggle of heroes against evil, their courage, resilience, ability to overcome difficulties and hardships. Such examples make children want to imitate. These are fascinating, funny stories from the life of peers, full of humor; poems and songs filled with optimism, creating an uplifting mood. These are the works of artists, the art of ballet, theater, arousing admiration, an emotional charge, giving rise to a sense of beauty, encouraging creativity in their activities.

Knowledge about work is combined with knowledge about the role of workers in creating material and spiritual wealth, about the best qualities of a working person (labor heroism, skill, love for their profession, personal help and exactingness), the desire to pass on their knowledge, skills, experience, attitude to their work to the younger generation, called upon to continue the glorious traditions of workers);

c) knowledge about nature, flora and fauna, which become the basis for fostering love for the Motherland, encourage taking care of animals and plants of the native land, evoke a feeling of admiration, maintain an emotionally positive state;

d) knowledge about oneself as a subject of activity, relationships, interests. Awareness of one's "I", an adequate self-assessment of one's knowledge, capabilities, achievements, attitudes towards people cause the desire to become better, more benevolent, more active in the manifestation of moral qualities. The experienced feeling of guilt, dissatisfaction with oneself is recognized by the child as a possible error in behavior or activity and prompts for self-correction. Awareness of oneself as a member of the peer community encourages the preschooler to be active in achieving a common goal, the manifestation of responsibility, the desire to provide assistance or rely on the support of peers in situations of their own troubles and the implementation of their plans;

e) knowledge about the moral norms of society, preserved in folk traditions, customs, as well as in the rules governing relations between people on the basis of justice and humanism. Filled with feelings, this knowledge becomes the motives for the behavior of children, encourages morally valuable actions, to resist negative actions and a negative attitude towards them.

Observations in the outside world are one of the leading methods of education and training in preschool pedagogy. In the process of observation, children have the opportunity to notice the actions of the people around them, events occurring in the immediate environment, changes in nature, etc.

The sequence of observations consists in demonstrating to children specific facts on the basis of which ideas are formed, and the generalization of a number of ideas allows the formation of concepts.

I. M. Krasnobaev argues that in older preschool children, some concepts, such as patriotism, duty, honor, are often delayed at the level of elementary empirical knowledge. Children do not invest in these concepts their social value and do not realize their behavior as socially significant.

Developing the problem of the formation of systemic knowledge in preschoolers, V.I. Loginova assumes a kind of algorithm for the sequence of knowledge about human labor: first, the question is posed of how to satisfy the needs of people in a variety of things. On specific example the sequence is considered:

a) think about what needs to be made (specifies: you need to sew a hat for a doll), that is, set a goal;

b) prepare everything you need (choose the right material, threads, needles, pattern, etc.);

c) arrange everything "in order", that is, in the sequence of using the materials;

d) determine the sequence of actions (cut out, sew);

e) check the quality of the manufactured item;

f) evaluate the significance of activity in a generalized form: labor is a means of satisfying people's needs.

As another example, the sequence of the peasant's actions is clearly presented by KD Ushinsky in the story "How the shirt grew in the field."

Determines the sequence of observations of children in a different way when acquainting them with the activities of the worker EI Radin, solving the problem of fostering respect for their work. Taking into account the position of psychologists about the insufficient development of voluntary attention in preschoolers, the author provides children with the opportunity to see the external actions performed by the worker. So, observing the work of a carpenter, children pay attention to curly shavings flying from under the plane, which smell characteristic, hear the sound of a plane sliding along the board, etc.

Based on these direct observations, the author solves the first problem - to focus on the actions of the worker (what is he doing? What is the quality of these actions?).

Discussion of further questions already requires the interpretation of the teacher (what attitude does the worker show in his activities? What is he like? What qualities characterize him?).

In conclusion, all observations are summed up: the work of the worker has social significance - it satisfies the needs of people.

Examples of the formation of systemic knowledge about the life of animals on the basis of observations of them, conversations and examination of pictures are contained in the study of S. N. Nikolaeva.

Summarizing the above examples, we draw a conclusion about the development of a sequence of observations of other objects of the surrounding world (by the example of familiarization with the phenomena of wildlife in the fall).

First, the children are presented with the fact: the leaves on the trees turn yellow, fall to the ground.

The possibility of sensory perception is created: children run along paths covered with leaves, collect leaves in bouquets, make garlands of them and decorate their buildings with them, etc.

While dressing for a walk, the teacher draws the attention of the children to one more fact: clothes change, children put on sweaters, change panamas for warm hats, and shoes for boots.

Based on the generalization of the facts, ideas about autumn are formed: changes in nature - it often rains, it gets colder, leaves fall from the trees, etc. - these are signs of autumn. Generalization of all seasons is reduced to the general concept of "seasons".

The sequence of observations of other objects of the surrounding world is developed in a similar way.

Observation results deepen and expand when using other methods (viewing pictures, reading fiction, watching videos, etc.).

An effective means of familiarizing preschoolers with a variety of actions and assessing their moral significance is fiction, which describes specific situations close to the experience of children, the actions of characters and the consequences of these actions.

Turning to the analysis of works of art containing situations that have a moral meaning, it is possible to single out a number of forms in which they are presented, in order to determine the degree of difficulty in comprehending the moral meaning of the actions of literary heroes by preschoolers and to highlight the assessment of their actions from the point of view of compliance with moral norms.

The most accessible form for the perception of children is the description of a specific act and its assessment by the writer. For example:

This one cleans boots,
Washes galoshes himself.
Although he is small,
But quite good.
This one climbed into the mud
And I'm glad that the shirt is dirty.
They say about this:
"He's bad, slob."
V. Mayakovsky

Presenting to children actions that correspond and contradict moral norms (in the given example, they concretize the moral norm: “things are created by the labor of people, and they must be protected”), is easily realized, encourages positive actions, and arouses the desire to follow them in their behavior.

Discussion of questions “Why does a poet praise one boy and get angry with another? Who would you like to be like? " and others reinforces the idea of ​​good and bad, encourages the choice of positive actions and justification of their meaning.

Often, the works describe not only the negative actions of the characters and their consequences, but also actions aimed at correcting the heroes' mistakes. For example, in the course of a conversation based on the story of KI Chukovsky "Fedorino grief" children realize the need to correct unseemly actions.

A conversation about the work "Moidodyr" can be constructed in a similar way. It is important to draw the attention of children to the emotional state of a slob boy in a situation of indignation of his crocodile appearance and joy after putting yourself in order. And the "hymn to water" causes an emotional uplift among the listeners, and they, without the teacher's explanations, realize what non-observance of the moral rule leads to.

Situations in which a negative action is only described are somewhat more difficult for children. Students will have to evaluate them and find a way to fix them on their own. An example is the story of N. Kalinina "Is this how they play?" When discussing the actions of a child who has taken many toys for himself, it becomes possible to convince children of the fairness of the rules for sharing toys and aids in a group.

Stories in which a positive example is given, but the essence of it is not explained and the actions of the characters are not evaluated by the author (“Just an old woman”, “Difficult evening” by N. M. Artyukhova) can be attributed to the same form of presenting moral norms.

It should be emphasized that children do not immediately understand the moral essence of the characters' actions: they begin to enumerate the actions of the heroes and do not appreciate the moral meaning of the boy's actions. Questions such as "Why did the boy hang up the lamp?" or the more complex “How did the boy fulfill his father’s request to take care of his mother?” cause difficulties.

Discussions help the children to understand the moral essence of the characters' positive actions, their compliance with the moral norm: "We must come to the rescue, take care of others!"

Such stories are difficult for preschoolers to understand the essence of situations and find a way out, using a moral rule. An ethical conversation becomes necessary, during which the teacher leads them to a conclusion about how to change the situation, what to advise the hero of the work to correct his deed, or helps to evaluate the positive meaning of the hero's actions. The question activates children: "What would you do in his place?" The child is immersed in the situation, feels like a participant in it, chooses a way out that corresponds to a positive assessment.

In another form, literary works introduce children to the positive actions of the heroes, which the author does not give a direct assessment. In such works, children will have to independently evaluate not only the actions of the characters from the point of view of compliance with moral standards, but also their personal qualities. For example, the image of Aibolit from the work of K.I. Chukovsky is available to preschoolers. The description of the doctor's actions evokes a positive response, active discussion; in response to the questions “What can you say about Dr. Aibolit? What was he like?" children evaluate the moral character of the image: “He was caring,” “He loved animals,” “He was brave,” etc.

A similar example is the very short, but full of deep meaning story "The Ball in the Window" by A. Mitt. It presents the act of a boy who showed sympathy for a sick friend, managed to cheer him up by sending him a balloon with a funny face painted on it.

The meaning of the actions of Vovka, the hero of A. Barto's "Kind Soul", is perceived somewhat more difficultly by children. Their attention should be paid to the description of the situation (babies are crying, the sun is hot) and the state of people (old women are tired, people are tired from the heat); help to understand that Vovka's simple actions show his concern for people: he figured out what to do: dance in front of babies to calm them down; make fans for grandmothers.