Tatyana Peshkova
Work experience "Development of spiritual and moral qualities of a personality in older children before school age»

Topic of my report:

« The development of spiritual and moral qualities of a personality in children of senior preschool age through various forms of joint activity children, parents and teachers of the preschool educational institution "

Target spiritual work moral education is the creation of conditions for development of spiritual and moral qualities of a personality in children of senior preschool age in close cooperation with the family.

Tasks:

1. Improve your professional competence in spiritually- moral education older preschoolers.

2. Nurture with children a feeling of love and affection for the family, small homeland, native country. educate at children's responsiveness, sociability, friendliness.

3. Contribute to education spiritual and moral qualities of the personality in children of senior preschool age in various forms of joint activity.

4. Engage children in various forms of joint activity in education spiritual and moral qualities of the personality of older preschoolers.

The real man starts there

where there are shrines of the soul…” V. A. Sukhomlinsky

What is it - spiritually- moral education of the child? This is a complex, contradictory, confusing and most important problem of education. children.

After all, in the end, from what spiritually- morally, a child is formed, it depends on whether he will take place at all as a person. It is morality that includes such concepts as soul, conscience, kindness, sympathy, love, honor, that is, the most valuable, most important human quality.

Can someone say: "What morality can there be in such a crumb as preschooler? This is a big misconception. Bring up spiritual and moral qualities necessary from the very first steps of the child, namely preschool age the most sensitive and responsive to all that is good.

The relevance of this task in modern Russia is also reflected in the Federal State Educational Standard preschool education. in the methodological framework development and implementation of the Federal State Educational Standard preschool education was laid the concept spiritually moral development and education of the personality of a citizen of Russia. Problem spiritually – moral education presented in GEF preschool education in the logic of value and socio-cultural approaches.

In accordance with the Federal State Educational Standard, at the present stage, one of the pedagogical grounds for changing preschool education is the active involvement of parents in the work of the preschool educational institution what I did and do to this day, in order to to develop the spiritual and moral qualities of the individual in children of senior preschool age.

Paying attention to intellectual development of your child, parents forget about getting a child spiritual experience. Entertainment modern kid commonplace: computer games, watching meaningless cartoons, walking around shopping malls. IN At preschool age, children form the basis of spiritual-moral system, on which the further attitude of the child to the environment and the world as a whole depends.

Moral development the child is carried out in the social environment: in the family, in kindergarten. Undoubtedly, a special role in personality development the child is played by the teacher. It is we who must create such a microenvironment and PPRS in the preschool educational institution that has the most beneficial effect on children, on their spiritually-moral education, social development and manages emerging relationships.

Priority direction working with children, the formation of children of universal, spiritual values ​​and guidelines, among which: kindness and love for loved ones, tolerance for others, a sense of the motherland, love for one's native city, knowledge of the traditions of one's people.

A holistic social personal, spiritual and moral development the child becomes optimal and goes more successfully with the coordinated interaction of the kindergarten and the family.

Interaction preschool institutions with the family today remains relevant. We are teachers, and we are open to interaction with the families of pupils.

Very interesting, in our opinion, form interactions and families by spiritually-moral education, is the organization of a family club in a preschool educational institution. This form is interesting in that we chose the topics of the club meetings depending on the social request of the parents, as well as on what topic we ourselves considered the most relevant at the moment.

Together with parents at the beginning of the school year we develop long-term planning "Family Club".

We, as organizers, strive to ensure that each meeting in the club is interesting and useful to all participants, we try to celebrate personal successes and achievements children, individuality and creativity of adults. A positive emotional background of meetings helps to achieve joy and a sense of satisfaction from joint activities.

Our desire to cooperate with the family spiritually- moral education children bring us not bad results, such as the trust of parents in the kindergarten, the desire to be directly involved in all activities of the institution.

Such broad social contacts enrich all participants and create a positive emotional atmosphere.

important place in work with children and parents spiritually-moral education within the framework of "Family Club" engage in topical discussions. The conversations encourage children, and parents to the awareness of actions, phenomena, situations of a moral nature.

Thanks to conversations, we have the opportunity to show with specific examples what concepts such as "kindness", "honesty", "truthfulness", "courage", "justice", "friendship" etc. With the help of such conversations, we set children before choosing an act, formulating questions with a moral orientation so that they awaken children activity independence in problem solving.

Great interest in children and parents are encouraged by joint productive activities. At children are formed such qualities, as purposefulness, perseverance, the ability to bring the work begun to the end, this contributes child's personality development.

As part of the implementation of the objectives of the annual plan for spiritually-moral education, children and parents took part in exhibitions, competitions of drawings and crafts.

When interacting with parents spiritually-moral education children of senior preschool age we applied the collection method. It took place in our country in the form of exhibitions and discussions on the topics "I like…" or "I can…", dads proudly showed their collection of wood crafts, a collection of handmade airplanes work, collections vintage badges. And mothers and grandmothers demonstrated their skills in knitting, embroidery, making dolls, even culinary skills. By joining such hobbies of adults, children deepen their knowledge, form pride in people close to them.

One of the more effective forms of interaction between the preschool educational institution and the family for development of spiritual and moral qualities of children are master classes. By participating in such activities, parents get to know their child better. This form of interaction contributes to raising the level of educational and upbringing activities of parents, establishing emotional contact between parents and educators, parents and children.

As part of the implementation of tasks for spiritually- moral education older preschoolers"Family Club" combines such a form of joint activity children, parents and preschool educational institutions, as "Weekend Club"

As part of "Weekend Club" excursions to the Babushkin library were organized. Children got acquainted with the work of the Vologda poets: N. Rubtsova, T. Petukhova, consolidated their knowledge of the symbols of our country, took part in the conversation "What is good and what is bad", got to know the Orthodox holiday of Christmas more closely.

Respect for nature and the surrounding world, diligence, respect for the work of other people were brought up in children in joint subbotniks, both in the city and on the territory of the preschool educational institution. Participation in the action "Planting Maples" on the territory of the DOW.

As part of "Weekend Club" excursions were organized "House-Museum of Peter the Great", "Museum of Forgotten Things", "Vologda State Historical, Architectural and Art Museum-Reserve", Interactive Museum-Theater of Fairy Tales "Fable". Excursions to the monuments to N. Rubtsov, Yashin.

Joint excursions and trips do not leave anyone indifferent. Such activities help to strengthen the parent-child relationship, which is very important in spiritually- moral education.

moral education children through joint activities, for the improvement of walking areas in the spring and winter time educate respect for the work of others, respect for nature, love for beauty.

Communicating children to folk traditions and customs attended the holiday "Maslenitsa", where a Shrovetide doll made jointly with parents was put up for the competition. Children got acquainted with the products of different crafts: birch bark weaving, clay toys, whistles, Vologda lace and much more.

Further perspective development of spiritual and moral qualities of the personality of children within the framework of"Family Club", I plan to protect parent-child research projects children by topics:

"Family Traditions", "Orthodox Holidays", "The Secret of My Name", "Family tree".

Modern parents often ignore the spiritual and moral education of preschoolers, while paying more attention to mental and physical development. But do not forget that a person is a social being, and one of the main tasks of adults is to educate the younger generation of moral qualities that in the future could provide him with comfortable living conditions in society. For the full moral education of children, parents and educators should, from an early preschool age, acquaint children with general cultural, moral, spiritual and aesthetic values, instill a love of beauty and goodness.

Personal development in preschool age

Personal development of children is most active during preschool age. At a certain age stage, the formation of specific personality traits occurs. Personal development in preschool age can be visualized as follows:

• 3-4 years (younger preschool age) - development of emotional self-regulation;
• 4-5 years (middle preschool age) - development of moral self-regulation;
• 5-7 years old (senior preschool age) - development of business skills.

An integral part of the formation of a child's personality is the gradual comprehension of the world around him and awareness of his role in it. Thus, the foundations of the social and moral education of preschool children are born. At this stage, the attitude of adults (primarily parents and educators) to life and current events is of great importance. For example, if a mother is pessimistic, often shows her dissatisfaction with the surrounding reality, then it is likely that the child will develop distrust and hostility towards the world.

In children of senior school age, in the process of personal development, features of the volitional and emotional sphere are revealed. For example, a child becomes aware of a sense of beauty and harmony, opens up the possibility of analyzing everything that happens around, on the basis of which his inner world is formed.

Fundamentals of spiritual and moral education

The moral education of preschool children is a prerequisite for the harmonious development of the child's personality. It is at an early age that the accumulation of moral experience takes place, which creates the basis for the formation of spiritual and moral values ​​among preschoolers. The problem of moral education should be solved with the help of the joint efforts of parents and educators, who must be an example to follow. As a result of the spiritual and moral education of preschoolers, a personality is formed that has certain moral and spiritual guidelines: the child learns to distinguish between good and evil, develops a positive attitude towards people, learns to sympathize with them, and shows his complacency in action.

Methods and ways of moral education of preschoolers

As mentioned earlier, the most effective way to educate morality and spirituality, especially in children of older preschool age, is a personal example. In addition, there are other methods of moral education of preschoolers. These methods can be conditionally divided into three groups: visual, verbal and practical. Consider the means of moral education of preschoolers in more detail.

visual

The visual method includes walks around the city and excursions to an art gallery or zoo. Shows of cartoons and films, looking at illustrations and reproductions in books are also widely used. Various games are very popular with children. For example, the social game "Ants", in which, with the help of facial expressions and gestures, children are required to express various emotions in relation to each other without the help of words. The emphasis is on depicting positive feelings, which is aimed at team building and the development of friendliness between the kids.

Verbal

The greatest efficiency is observed when accompanied by a visual method verbal. The means of the verbal method primarily include the moral education of preschoolers through fiction. Also valid methods are:

• conversations with parents/caregivers;
• answers to the child's questions;
• riddles, proverbs and sayings;
• commenting on illustrations, diagrams, read works;
• analysis of life situations.

It is especially worth mentioning the fairy tale as a means of spiritual and moral education of preschool children. The fairy tale as an ancient folklore genre has absorbed many motifs and plots, on the example of which children learn not only to empathize and emotionally respond to various events, but also to master the ability of figurative thinking.

Practical

No less successfully for the education of preschool children, a practical method is used, which is most suitable for younger preschoolers, because its main means is the game. The practical method includes:

• dramatizations;
• cooking;
• needlework (sewing, modeling from plasticine, paper crafts);
• performances;
• contests and quizzes;
• children's charity.

The most effective way for the spiritual and moral development of preschoolers is a competent combination of methods and adherence to an integrated approach.

Tasks and goals of moral education of preschoolers

The development of moral qualities in a child and the development of models of correct behavior by him are the main tasks of the moral education of preschool children.

Already in early preschool age there is a rapid formation of a wide range of feelings and emotions. They can have different directions and manifest themselves:

• in relation to oneself - conscience, a sense of confidence, pride or shame, a sense of insecurity, sadness;
• in relation to other people - sympathy, sympathy, love, affection or antipathy, anger, irritability;
• in relation to the team - a sense of camaraderie, cohesion or detachment, loneliness.

Older preschoolers begin to show more complex feelings, for example, in relation to the state (patriotism). The feelings of children that are emerging and gaining more and more depth are sincere and pure, but at the same time they are unstable and subject to negative influence. At this stage of moral development, adults need not only to set a worthy example and try not to show negative manifestations of feelings, but also to control as much as possible the sources of information that affect the receptive psyche of the child. For example, a preschooler should not be allowed to watch TV shows and movies without adult approval.

Feelings awaken a craving for certain actions, thanks to which the child learns moral patterns of behavior, which are later formed into habits. Already at an early age, a preschooler develops certain simple skills of disciplined behavior, neatness, and independence. The kid gets the experience of relationships with other children and adults, and at the same time the ability to behave in society.

The role of the family

The task of an adult is to develop habits that will make it easier for the child to further social interaction: to teach how to greet everyone and say goodbye, to politely ask and thank for the help provided, to return things to their place, to behave decently in public places.

In middle and older preschool age, children reinforce previously developed habits and improve cultural skills: they learn to follow the rules of behavior in public places (in a clinic, for example, you can’t make noise, but you can have fun in an amusement park). They understand that telling the truth is good, but sneaking around is bad. Learn to keep cleanliness and order. In the moral ideas of older preschoolers, labor activity and mutual assistance no longer seem to be something imposed from the outside, but take root as a necessity. These are the foundations of the social and moral education of preschoolers, which must be followed for the development of a full-fledged personality in the future.

Thus, work on the spiritual and moral education of preschool children by parents and teachers should be aimed at expanding the sensory world of children, its creation and strengthening. The child should be formed criteria for good and evil, truth and lies. It should not be forgotten that in the formation of moral qualities in preschool children, it is necessary to take into account the individual and age characteristics of the child and the importance of an integrated approach to education.

Today, the issues of moral education of children are very acute. Modern children often show aggression towards the older generation, devalue the feelings of others, close people, do not respect the values ​​of their parents, and so you can list a lot. Therefore, it is simply necessary to educate the moral qualities of children. It is very important that the burden of responsibility for the moral upbringing of the individual is placed not only on professional teachers in educational institutions, but, first of all, on parents. The foundation of human morality is laid at a very early age, and here it is very important not to miss the moment of its formation. Therefore, it is significant that adults pay attention to the behavior of the child in this very early childhood and explain “what is good and what is bad” in time. The most effective means of moral education is a joint activity with an adult. It is in the activity that the true feelings and emotions of children are manifested. I would also like to add that it is the feelings that underlie the formation of the moral qualities of the baby. First of all, in any upbringing, a child needs to form a certain positive attitude to the quality of the personality that you are going to form. And in no case should we forget that the personality and its components are not formed immediately, but gradually, so you should stock up on a wagon of patience.

So, what qualities of a child are formed in the process of moral education?

First, educate responsibility . Responsibility means that the child understands the consequences for his own actions or inaction. Responsibility is a quality of personality, which is determined by the child's feelings for social norms and their own duties. From the point of view of education, responsibility is considered a very complex phenomenon, which very closely borders on the education of independence. And independence, as you know, is formed with three years. This means that we will be engaged in purposeful education of responsibility from the age of three. Before this period, our educational influence is likely to be meaningless. The most effective way to inculcate responsibility will be the introduction of fines and sanctions. And we should not forget that you can limit the child in sweets, watching cartoons, etc., but in no case deprive him of food and walks. Very close to the education of responsibility is the education of honesty. The beginning of preschool age is a rather difficult period when children begin to lie. may be different. Which means of education to use will depend on these reasons.

Secondly, it is brought up patriotism . This is a complex personality trait, which is expressed in love for the Fatherland. Many people reduce patriotism only to love for the Motherland, but this quality also includes love for the family, parents, home, native city, native land, country, planet, etc. Within the framework, the tasks of both labor, and mental and aesthetic, and even physical education. The basis of patriotic education is the formed cognitive interest in family traditions, to folk traditions, to the history of the native land, to the present time, the desire to do better. Patriotism also includes the upbringing of a sense of national dignity, pride in the country, for the achievements of people living in our country.

Third, educate humanism . Humanism is understood as a respectful attitude towards the human person, an attentive and caring attitude towards loved ones, philanthropy. It is important for a child to learn to empathize with people who need it. Raising humanism, you need to teach the child to put himself in the place of another person. And of course, it is precisely by cultivating humane feelings that they are taught to evaluate good and bad deeds. A very good means of educating humanism is children's literature, one's own example of behavior, looking at pictures, didactic games for moral education.

Fourth, educate discipline And culture of behavior . These concepts imply the ability to subordinate one's behavior to the norms established in society. Without discipline, no activity is possible, especially in a children's team. Here it is important to fine line between the child's respect for accepted norms and the fear of punishment. The main thing is that the baby develops a positive attitude towards social norms and respect for the people around him. It is believed that discipline is equivalent to the result of a good upbringing.

Fifth, educate sense of collectivism . Under collectivism understand the quality of the individual, which is manifested in the awareness of belonging to a community of peers, respect for members of the team and the ability to put public interests higher than personal ones. The children's team is special. They are always led by an adult. A sense of collectivism is brought up exclusively in joint activities. It is very difficult to talk about this concept at a younger preschool age. A full-fledged children's team can take shape only by the end of preschool age. The formation of a sense of collectivism is evidenced by such qualities as cooperation, mutual assistance and control.

Sixth, educate respect for elders . We can say that this is part of the education of humanity. It is important to start cultivating this quality as early as possible. One of the means of instilling respect for elders is personal example. It is impossible to avoid communication with grandparents. It is necessary to rejoice at their arrival, be interested in their health, etc. Learn to greet adults when you meet. To form the desire of the child to help with the housework. good remedy this will be .

Seventh, educate caring for animals and plants . This quality can be attributed to part of the responsibility. The best way to cultivate a caring attitude towards animals and plants - to take care of them. Therefore, if there is an opportunity to start a living corner, you need to do it. And, of course, show by personal example your concern for the world around you.

The moral education of a person is a long and complex process.

Moral feelings are formed in children in the process of their relationships with adults and peers.

One of the most important conditions for the successful development of a child's moral feelings is the creation by adults of a cheerful environment.

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Education of moral qualities in preschool children

“Childhood is the most important period of human life, not a preparation for a future life, but a real, bright, original, unique life. And on how childhood passed, who led the child by the hand in childhood, what entered his mind and heart from the world around him, it decisively depends on what kind of person today's baby will become "(Sukhomlinsky V.A.)

Don't think that you are raising a child only when you talk to him, or teach him, or order him. You are nurturing it in every moment of your life. The child sees or feels the slightest changes in tone, all turns of your thought reach him in invisible ways, you do not notice them.

The moral education of a person is a long and complex process, and its successful implementation requires the coordination of actions of all participants in the pedagogical process: children, educators, parents. The main task of the kindergarten in the field of moral education of children is to ensure the accumulation of positive experience in children and thereby achieve a strong predominance of a socially and personally significant orientation, to prevent the possibility of accumulating negative experience of an egoistic orientation. And this means ensuring that for children of preschool age even the ideas of such acts that harm the people around them are emotionally unpleasant, repulsive, so that they do not have a desire to violate the interests and desires of others, even for the sake of a personally very attractive goal.

Psychologists and educators emphasize that children's feelings develop most intensively in preschool childhood. They can manifest themselves in relation to oneself, and in relation to other people, to the team, to art.

Moral feelings are formed in children in the process of their relationships with adults and peers.

The development of feelings in a child largely depends on the means and methods of education, on the conditions in which he lives. These conditions are his position in the family and in kindergarten, the circle of his interests and the affairs in which he participates.

One of the most important conditions for the successful development of a child's moral feelings is the creation by adults of a cheerful atmosphere around him.

Moral, labor is systematically carried out in the daily life of the child, in the process of feasible labor organized by adults, in play and educational activities.

It is important from the very beginning to form in the child the necessary moral feelings, ideas, concepts and behavior of a citizen of society.

In the preschool years, under the guidance of adults, the child acquires the initial experience of behavior, relationships with loved ones, peers, things, nature, and learns moral norms.

The moral development of a preschool child is carried out all the more successfully, the closer the contacts between the kindergarten and the family.

The deepest originality of the process of moral education lies in the fact that it is organically woven into the daily life of children, it cannot be organized as a special activity of children, it cannot be singled out as a special act and regulated like classes. To morally educate a child in a kindergarten means to organize the whole structure of his life in an appropriate way. This means that the activity should be built in such a way that in every fact of the child's communication with the people around him, those moral qualities that we want to instill in him always find their concrete embodiment. The matter is solved not only by contemplation of a positive example, but by such an organization of the life of children, in which they become active participants in relations and actually master a positive model by improving their actions and behavior.

Moral education is a purposeful process of introducing children to the moral values ​​of humanity and a particular society, the formation of moral consciousness, moral feelings and habits, moral behavior. This process takes place from the first years of a child's life and is characterized by integrity and unity, assuming the establishment of an organic connection and continuity between the tasks, content and methods of moral education of preschool children, taking into account their age characteristics.

The main tasks of the moral education of preschool children are as follows: education of the principles of humanism, humane relations between children and adults (fulfillment of the elementary rules of the hostel, goodwill, responsiveness, caring attitude towards loved ones, etc.); education of collectivism, the formation of collectivistic relationships among children; education of love for the Motherland, respect and sympathy for the working people. A particularly important task is to educate children in industriousness, manifested in a steady desire and ability to work.

Carrying out all these tasks in cooperation, the teacher influences the sphere of feelings of the child, cultivates the habits of moral behavior, forms correct ideas about certain moral qualities and phenomena of social life accessible to children, gradually develops the ability to evaluate and mutually evaluate.

The upbringing of moral qualities can take place in the classroom, in the game, in work, in everyday everyday activities.

One of the means of forming moral qualities in preschool age is an outdoor game.

Based on the interests of children, on their ideas, the teacher directs the choice of the game, and when using outdoor games, it is necessary to take into account the individual characteristics of the child, the age of the child.

The role of the educator in shaping the moral qualities of preschool children is enormous. The educator should encourage even the most insignificant desire for children to communicate with each other, for the manifestation of humane feelings, goodwill. The educator should ensure that children constantly gain experience of communication based on a sense of goodwill. Already three-year-old kids, the teacher teaches them to show sensitivity to surrounding adults and peers. The teacher in common affairs encourages children to empathize. The educator promotes the manifestation of care for others by children, seeing in this the origins of friendly, comradely relations.

The upbringing of moral qualities in children, such as a culture of behavior, humane relations (goodwill, responsiveness, caring attitude towards people around them), the ability to provide assistance is one of the most important tasks of a kindergarten. In this work, his first helpers should be his parents.

Games create a good, joyful mood for children.

So, the moral education of the younger generation is one of the main tasks of society. It is necessary to educate and form a child's worldview when his life experience is just beginning to accumulate. It is in childhood that the orientation of the personality is determined, the first moral attitudes and views appear. In order for the content of education to be not only perceived, but also accepted by the child, adequate methods, means, and pedagogical ways are necessary. The nature of the pedagogical influence is determined in relation to its members, the child masters the norms and rules of behavior accepted in people's society, makes them his own, belonging to himself, expressing attitudes towards adults around him, peers. The process of formation of moral qualities in preschool age has the following features:

During this period, an adult is a role model for children, as well as a source of knowledge or significance and value of objects, phenomena of the surrounding reality. Imitating adults, they learn patterns of behavior, the ratio of moral standards;

Preschoolers are aware of themselves and others as carriers of certain qualities, they are able to evaluate themselves, their behavior and the actions of others in terms of the moral norms that they learn.

Moral education includes: the formation of a person's consciousness of connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, the requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, awareness of the system of these beliefs; the formation of stable moral feelings and qualities, a high culture of behavior as one of the main manifestations of a person's respect for people; the formation of moral habits.

Formation of moral qualities of preschool children during the game.

An urgent task at present is to educate preschoolers of moral and volitional qualities: independence, organization, perseverance, responsibility, discipline. The formation of a moral and volitional sphere is an important condition for the comprehensive education of a child's personality. How a preschooler is brought up morally and volitionally depends not only on his successful schooling, but also on the formation of a life position. Underestimating the importance of educating volitional qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive guardianship of the latter, which can cause laziness, lack of independence in children, self-doubt, low self-esteem, dependency and selfishness.

Moral education is a purposeful process of familiarizing children with the moral values ​​of humanity and a particular society. Over time, the child gradually masters the norms and rules of behavior and relationships accepted in people's society, appropriates, that is, makes his own, belonging to himself, ways and forms of interaction, expressions of attitude towards people, nature, towards himself. The result of moral education is the emergence and approval of a certain set of moral qualities in the individual. And the more firmly these qualities are formed, the less deviations from the moral principles accepted in society are observed in a person, the higher the assessment of his morality by those around him.

Of course, the process of becoming a personality and its moral sphere cannot be limited by age limits. It continues and changes throughout life. But there are basics without which a person cannot function in human society. And therefore, teaching these basics must be carried out as early as possible in order to give the child a “guiding thread” in an environment of his own kind.

As you know, preschool age is characterized by increased susceptibility to social influences. A child, having come into this world, absorbs everything human: ways of communication, behavior, relationships, using for this his own observations, empirical conclusions and conclusions, imitation of adults. And moving through trial and error, he can eventually master the elementary norms of life in human society. The role of an adult as a "social conductor" is very important and responsible. The strength, stability of a moral quality depends on how it was formed, what mechanism was taken as the basis of pedagogical influence. Let's consider the mechanism of moral formation of the personality.

For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of moral quality, about its necessity and about the advantages of mastering it. The child should have a desire to master a moral quality, that is, it is important that motives arise for acquiring an appropriate moral quality.

The appearance of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant coloring and therefore affect the strength of the emerging quality. But knowledge and feelings give rise to the need for their practical implementation - in actions, behavior. Actions and behavior take on the function of feedback, which allows you to check and confirm the strength of the quality being formed.

At preschool age, the game is the kind of activity in which the personality is formed, its inner content is enriched. The main significance of the game associated with the activity of the imagination is that the child develops the need to transform the surrounding reality, the ability to create something new. It combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions. Having taken some role (doctor, circus performer, driver), the child does not just try on the profession and features of someone else's personality: he enters into it, gets used to it, penetrating into her feelings and moods, thereby enriching and deepening his own personality.

On the one hand, the game is an independent activity of the child, on the other hand, the influence of adults is necessary for the game to become his first "school", a means of education and training. To make the game a means of education means to influence its content, to teach children the ways of full communication.

The game is one of the most effective means moral education of a preschooler in a family. A child's game has its own characteristics. The emotional side of the game is often determined by the relationship between the child and adults. These relationships make the child want to imitate older family members and their relationships. The more democratic the relations between family members, the brighter they are manifested in the child's communication with adults, they are transferred to the game. Communication, a variety of life situations create conditions for gaming activity the child, especially for the development of role-playing games with everyday themes, the moral education of the child takes place.

"Tree of Friendship"

Purpose: To learn to evaluate their own actions, the actions of others

Game progress: On reverse side The concepts of “care”, “kindness”, “honesty”, etc. are written on the sheet. The teacher says that because of the trouble, the leaves from the tree of friendship crumbled and offers to fix it.

Children, collecting fallen leaves and explaining the given concepts, attach it to a tree. (This game can be used if you need to analyze some act or situation by picking up the appropriate pieces of paper)

"Labyrinth"

Purpose: to develop a sense of responsibility for another person, to consolidate the strength of the quality being formed.

Game progress: in a room where objects-obstacles are laid out, the children, divided into pairs, must go through the maze. One of them is blindfolded, and the other explains how to move. Then they switch roles.

"Look and Tell"

Purpose: to develop the ability to evaluate their actions, to cultivate a trusting relationship between children.

Game progress: children take turns performing actions with toys, while others observe and evaluate.

Theatrical game "On the contrary"

Purpose: to teach to distinguish the behavior of heroes, to consolidate knowledge about the characteristics of character, norms of behavior.

Game progress: offer to play well-known fairy tales, changing the characters' characters to the opposite ones.

Theatrical game "My family"

Purpose: to consolidate knowledge about moral values.

Progress: Children make their own figurines of characters.

The pupils are explained the relationships that need to be played out.

"Choose a Word"

Purpose: to expand the vocabulary of children, to learn to understand the meaning and meaning of words.

Game progress: the child must choose as many words as possible for the question.

Sample questions: When a person experiences fear, what does he do?

A person devoid of a sense of pity, compassion, hurting others.

What makes people happy?

The person is quiet, soft-hearted.

When a person is unhappy, what is he like?

A person you can trust?

A person without fear? and so on.

"Be careful"

Purpose: to teach to distinguish the emotions of another person, analyze, evaluate them and explain the reason for their origin.

Game progress: the child is invited to portray certain emotions with the help of movements, voice changes

"Bring the item to life"

Purpose: to develop communication skills, the ability to listen to another.

Game progress: an adult invites children to imagine that a cup, mop, etc. are living objects that can be communicated with. What would you ask them? What would they say?

Conversation "Flower-Semitsvetik"

Purpose: to develop a sense of belonging to the world, to develop the ability to communicate.

Course: each child, at will, opens the petals with questions.

I am like others because...

I am different because...

I could teach everyone because...

I would like to be like because...

My favorite character because...

When I want to get to know someone...

I don't offend anyone because...

Conversation “Who cares? »

Purpose: to consolidate the concept of "caring", "polite".

Course: children sit in a circle and pass the sun symbol, answering questions.

What does a janitor do for you?

What does the driver do for you? builders? doctors?. gardeners and foresters?

How to be attentive?

Why is courtesy necessary?

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"Formation of the moral qualities of the personality of older preschoolers"

“... of all the sciences that a person can and should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible; and of all the arts - the most important is the art of being able to avoid evil and do good ... ". L. N. Tolstoy

Today you saw the gaming leisure "Journey from the Land of Good". The purpose of which is to form in children ideas about moral qualities; to cultivate the desire to do good deeds; foster feelings of mutual assistance, mutual respect; to acquaint with the norms of Christian ethics; awaken in them the desire to acquire good habits.

The problem of the moral development of preschool children is becoming relevant, in connection with the current situation in modern society. The emerging value vacuum, lack of spirituality, due to the alienation of a person from culture as a way of preserving and transmitting values, lead to a transformation in the understanding of good and evil in the younger generation and put society in front of the danger of moral degradation.

A child is not born either evil or good, neither honest nor immoral. What he will become will depend on the conditions in which he is brought up, on the direction and content of the education itself.

The formation of moral education in children occurs under the influence of objective conditions of life, training and education, in the process various activities, the assimilation of universal human culture and will be effectively carried out as an integral process of pedagogical, corresponding to the norms of universal morality, organization of the entire life of the child, taking into account their age and individual characteristics.

The moral education of preschool children is one of the most difficult tasks of education in the conditions of a modern preschool educational institution. It is moral education that is the most important task of almost all programs of preschool education. With all the variety of these programs, teachers note an increase in children's aggressiveness, cruelty, emotional deafness, isolation on themselves and their own interests. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

In this regard, the selection and rational use of various methods of educating the moral qualities of a person is currently one of the main tasks observed by teachers of preschool educational institutions. Questions of moral education, improvement of the child worried society always and at all times. According to many teachers (L. S. Vygotsky; D. B. Elkonin; L. I. Bozhovich, A. V. Zaporozhets; Ya. Preschool age. In the process of moral education of an older preschooler, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, the need to organize the moral education of kindergarten students, the formation of moral and moral standards in them is obvious. The need for organizing special work teacher on explaining the essence of moral norms, moral relations a person to society, the team, work, to the people around him and to himself. Therefore, in the education of any moral quality, various means and methods of education are used.

Thus, a clear contradiction arises between the rich accumulated theoretical and empirical material of moral education and the current situation of insufficient development and assimilation of moral norms and ideas by preschool children. This determined the choice of the topic of my work: the formation of the moral qualities of the individual in older preschoolers.

If in previous practice preschool institutions moral education was determined by ideological standards and was limited to acquaintance with some moral norms (rules of politeness, etiquette, and the methods of moral education were based on external influence on the child (the method of persuasion, suggestion, ethical conversations, today the dominant guidelines in determining the content of moral education should be such universal values ​​such as kindness, justice, humanism based on active forms of interaction between the child and the outside world.

It is very important that the moral development of a child involves not only the assimilation of knowledge and ideas about moral norms and rules of behavior, the development of the habit of observing these rules and the education of moral feelings, but also the development, accumulation and enrichment of moral experience in all aspects of its manifestation.

The desire to earn praise and approval from adults, to establish and maintain good relations with people is one of the most significant motives for interpersonal behavior in older preschool age for a child. Another equally important motive is the desire for self-affirmation. In the role-playing games of children, it is realized in the fact that the child seeks to take on the main role, to lead others, is not afraid to enter the competition and strives to win it at all costs.

In accordance with the FGT, I used the following forms of organizing children: directly organized educational activities, joint activities of children and adults, independent children's activities, additional education of children under the Good World program.

GCD included various forms of work with children:

Acquaintance with folklore

Theatrical performances

Conversations of spiritual and moral content

Orthodox holidays

Exhibitions of children's art

Excursions around the city and to the Temples

Project activity.

Role-playing games.

Individual work with children (situational conversations).

The formation of the spiritual and moral qualities of the personality of a preschooler runs like a red thread into the content of all educational areas:

Socialization:

Formation of moral ideas about the norms of social relations and behavior patterns,

Formation of family citizenship, education of patriotic feelings.

Cognition:

Introducing children to the origins of Russian folk culture

Acquaintance with the history of the native city

Introduction to Orthodox holidays

ethical conversations.

Reading fiction:

Acquaintance with folklore (fairy tales, epics, etc.)

Artistic Creativity:

Acquaintance with folk crafts, creativity

Introduction to folk music

Physical Culture:

Acquaintance with folk games.

In the general system of moral education, an important place is occupied by a group of means aimed at the formation of judgments, assessments, concepts, and the education of moral convictions. This group also includes communicative communication, and in particular ethical conversations. The software for the Good World program and the working program Let's Live Together are of great help to me in the selection of materials for ethical conversations.

The attempts made to date to educate the spiritual and moral personality of the child show that the weakest point in this activity is the family. Many parents simply do not know that it is precisely at preschool age that the assimilation of social norms, moral requirements and patterns of behavior based on imitation takes place. Therefore, it is necessary to help parents realize that, first of all, moral and spiritual customs should be preserved and transmitted in the family.

The family is traditionally the main institution of education. What a child acquires in the family in childhood, he retains throughout his subsequent life. The importance of the family as an institution of education is due to the fact that the child is in it for a significant part of his life, and in terms of the duration of his impact on the personality, none of the institutions of education can be compared with the family. It lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.

The positive impact on the personality of the child is that no one except the closest people in the family for him - mother, father, grandmother, grandfather, brother, sister, treats the child better, does not love him and does not care so much about him.

The results of the work.

Work on this topic has been going on for the second year.

During the period of work on spiritual and moral education, the process of spiritual and moral education of children was activated in close cooperation with the families of the pupils. At this time, various activities were carried out to familiarize our children with the cultural and historical heritage of the country and the formation of the spiritual and moral qualities of the personality of older preschoolers.

Much attention was paid to the peculiarities of the formation in children of knowledge and ideas about the norms and rules of behavior in society; emotional and value attitude to these norms and rules; experience of morally directed actions and creativity in solving moral problems, choosing a method of action in various life situations. Problem situations, conversations, games, exercises aimed at the formation of value orientations and various components of the spiritual and moral upbringing of preschoolers were used.

There is ongoing work on this topic. Previously, the children were engaged in several classes, additional texts of literary works were read, many ethical conversations were held.

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Fairy tale as a means of forming moral qualities in children of primary preschool age

Speech for the presentation

(Slide 1) Dear colleagues! Today I will present to your attention the theme of my creative work Fairy tale as a means of forming moral qualities in children of primary preschool age.

Today, the issue of educating the personality of the younger generation is very acute. The reason for this is a sharp decline in morality and ethics in society, the disappearance of positive attitudes and guidelines. Under the influence of far from moral cartoons, children's ideas of moral qualities are distorted: about kindness, mercy, justice.

The number of preschoolers in whom teachers and parents note behavioral disorders in the form of anxiety, hyperactivity has increased. Observing four-year-old children, one can sometimes observe a certain tendency to hostility, unwillingness to share toys, to help a friend in a difficult situation. Children have poorly developed skills of sympathy, empathy.

Therefore, it is so important to lay the foundations of morality, to educate moral values ​​from the very beginning. early age when the character, attitude to the world, to the people around is formed. After all, from birth, a child is aimed at the ideal of good. The importance of this task is obvious. It is at preschool age that the main ethical instances are formed, the foundations of the personality and attitude towards other people are formed and strengthened.

At the same time, the methods of such education are far from being so obvious and represent a serious pedagogical problem.

(SLIDE 3) An analysis of scientific literature shows that the problem of the moral education of children was the subject of close attention of many famous classics of foreign and Russian pedagogy: you can see these famous names on the slide. J. A. Comenius, J. J. Rousseau, J. Locke, I. F. Herbart, I. P. Pestalozzi, N. I. Pirogov, K. D. Ushinsky, L. N. Tolstoy, A. S. Makarenko, V. A. Sukhomlinsky and others.

At the same time, the available material on the problem of the formation and development of morality must be subjected to comprehension from the point of view of modern socio-economic transformations taking place in society.

Many modern scientists - teachers and representatives of the pedagogical community have pointed to the great role played by a fairy tale in shaping the personality of a preschooler. (SLIDE 4) In their opinion, all the most valuable, polished over many centuries, can and should be used in the educational work of kindergartens. The tale shows the life of a person in society, the features of relationships between people. The transmission of moral behavior in them occurs not through abstract concepts, but through the actions of real heroes, whose behavior is significant for the child.

The fairy tale forms the moral baggage of the child and is powerful, effective means moral education of children.

In the practice of the work of the preschool educational institution, there are many different programs to familiarize children with fiction, which solve the problems of speech development, and the task of forming moral qualities in children is almost not solved. Such a narrow use of the work, which is reduced to a mechanical transmission of the content of the text, deprives the child of the opportunity to realize, feel and correctly evaluate their moral essence.

In addition, there is no system of work on the effective use of fairy tales in the formation of moral qualities, the moral stability of the personality of a preschooler; the pedagogical conditions for the effective use of fairy tales in the moral education of children have not been identified.

Thus, a contradiction arises between the enormous potentialities of fairy tales in the moral development of preschool children and the insufficient development of methods for the formation of moral qualities in children in the process of familiarizing themselves with a fairy tale.

The highlighted contradiction points to the problem of developing a system of work aimed at the formation of moral qualities in the process of acquaintance with a fairy tale.

This problem determined the theme of the creative work "Fairy tale as a means of forming moral qualities."

The methodological basis of my work is the methods and developments presented on the slide (SLIDE 6) Vinogradova A. M., Penkovskaya L. A., Vodovozova E. N. Bure R. S. Ushakova O. S., Gurovich L. M. Professor Natalia Nikolaevna Svetlovskaya "Fundamentals of the Science of the Reader", a methodology for working on the expressiveness of Lyudmila Petrovna Strelkova; the program "Education with a fairy tale" by Larisa Borisovna Fesyukova.

Based on the foregoing, as well as the analysis of scientific literature, the object and subject of the study were identified, and the goal and objectives were formulated. You see them on the slide (slide 7) (You can read the goal)

(Slide 8) The stages of work are also defined. There are three of them, these are preparatory, transformative and reflexive-generalizing. At each stage, certain tasks are set. You can see them on the slide.

(SLIDE 9) When creating a single pedagogical space, we identified areas of work with children and parents of pupils. In each direction, we set ourselves tasks that decide the implementation of creative work. This (you can read or you can not read from the slide)

Having studied the methodological and pedagogical literature on the issue of moral education of preschoolers, we identified (Slide 10) the mechanism of moral education in general. Following the statements of the psychologist E. M. Grunelius about the patterns of formation of moral concepts in a child, which are formed according to the scheme from image to desire, then the formation of feelings and the formation of thought, we have identified the main stages of work on a fairy tale.

(SLIDE 11) Stage 1 is an acquaintance with a fairy tale, at which the task of developing an emotional attitude to the actions and heroes of the fairy tale is solved, through reading, storytelling, conversations and questions about the content, viewing illustrations, videos. Stage 2 emotional perception of fairy tales by children. At this stage, the task is to consolidate the content of the fairy tale and understand how the children understood the essence of the fairy tale and what attitude arose to the heroes, events and phenomena, through the children's retelling of the content of the fairy tale, table theater, outdoor games with the characters of fairy tales.

(SLIDE 12) Stage 3 is a reflection of the child's attitude to the characters, events, phenomena of a fairy tale in productive activity. The purpose of which

to develop the skills of empathy, sympathy for the fate and actions of the heroes of a fairy tale, expressing one's attitude towards the heroes and embodying one's experiences in productive activities, through productive activities. And stage 4 preparation for independent activity when playing plots from fairy tales, dramatization games, theatrical, creative games

which contributes to the development of sympathy and understanding of the moral lessons of a fairy tale, the ability to evaluate the actions of heroes and people around them.

(SLIDE 13) At the first stage of working with a fairy tale, we identified the generally accepted classification of fairy tales. This is (you can read the slide).

According to this classification, a card index of fairy tales was compiled corresponding to the peculiarities of educating the moral qualities of children of primary preschool age.

(SLIDE 14) The education of moral qualities at a younger preschool age has its own characteristics. Children of younger preschool age are characterized by great emotional responsiveness, a specific feature is imitation, social needs begin to be clearly expressed. Children are very attentive to the words of an adult, especially if it is motivated to action, process, desire to earn praise. But, nevertheless, for children of younger preschool age, the concreteness of thinking is characteristic, therefore, the execution of instructions may depend on the situation. Children do not know how to correlate ideas about the moral norm with their actions. This age is experiencing a crisis of three years, so children show self-will, negativism, and if they communicate incorrectly with a child, it can result in aggressiveness.

According to these features, we analyzed the tasks of the moral education of younger preschoolers according to the Veraks program.

(SLIDE 15) For example, you see how one of the tasks of moral education becomes more complicated at each age stage of primary preschool age (read the slide tracing the complication of the task)

These tasks for the formation of moral qualities are solved at the subsequent stages of work with a fairy tale. (SLIDE 16) On this slide you see the moral qualities that are formed in the process of working with a fairy tale.

For the emotional perception of fairy tales by children, we have created conditions that meet all the requirements children's perception works of art: (SLIDE 17) This is a corner of the book with a selection colorful books and illustrations for fairy tales.

(SLIDE 18) We picked up various types of theaters.

(SLIDE 19) In the context of the availability of the location of the subject-developing environment in theatrical activities children have the opportunity with a teacher and independently play the plots of fairy tales with the help of different types theater.

(SLIDE 20) Also, in order to fully understand the essence of the fairy tale and express our attitude to the characters, events and phenomena, we have compiled a card file of mobile, creative games and sketches.

(Slide 21) Starting work on creative theme We believe that the moral education of younger preschoolers will be more effective when using a fairy tale as a pedagogical tool, if the work is carried out purposefully in accordance with the planned plan, taking into account the individual and age characteristics of children.

(Slide 22) Thank you for your attention!

Attached files:

	prezentacija-jatchenko-v-v_di2gt.ppt | 5588 Kb | Downloads: 329

The work in this plan is planned through all sections of the activity: management, methodical work, work with parents and children.

In order to develop a holistic management system for preschool educational institutions and implement an innovative activity plan, the author constantly carried out control and analytical activities, which included:

Analysis and control of professional competence of teachers;

Analysis and control of the diagnosis of children on the topic;

Analysis and control of work with parents;

Analysis and control of the organization of events.

The results of this activity were considered at pedagogical councils, planning meetings, production meetings and general parent meetings.

As a result of the system of control and regulatory activities of the author through all types of control, both positive and negative results were revealed, which made it possible to quickly navigate in the further choice of the content of forms and methods of work.

As a result of the implementation of the innovation plan in the preschool educational institution, the author presented an analysis and materials:

At the scientific and methodological council of the education committee of the Oktyabrsky district;

At the methodical regional exhibition on the topic: "The system of innovation in the preschool educational institution of the district", where they were highly appreciated.

Conditions created in MDOU for the moral education of preschoolers

In order to improve the theoretical and practical level of teachers in creating conditions for the moral education of children, the author organized methodological work through the following forms:

Thematic consultations on creating conditions in groups;

Methodical exhibition of literature and manuals;

Workshop on the development of projects of moral centers in age groups;

Review-competition of conditions for the education of moral qualities of preschool children.

In the course of this work, teachers, under the guidance of the author, developed author's models of developing space as a single moral center. The selection of the moral aspect takes place in all areas of children's activities through the rules of conduct, memos, drawings - diagrams, file cabinets, stories-collisions.

Decorated author's corners: "Hello, I'm here", "Tree of good deeds", "Rules of our group", "I'm the best", "Congratulations", "My birthday". They are aimed at stimulating the development of moral and ethical qualities in children, correct self-esteem, highlighting one's "I" in society and the desire to do positive deeds and deeds.

Equipped and equipped with the necessary methodological material:

Methodical cabinet: programs and novelties of methodical literature on moral and patriotic education preschoolers; advisory and recommendatory material for working with teachers, parents, children; information material for parents; visual and demonstration material, posters;

Cabinets of a teacher - psychologist and head of the FIZO, "musical living room". The "Musical Lounge" contains a music library of classical and children's music, musical fairy tales for the formation of the emotional sphere and a sense of beauty; card file of musical and didactic games for the development of moral qualities of character. Equipped with a dressing room for theatrical activities.

The music and sports hall is aesthetically decorated, which creates psychological comfort for every child.

As a result of this activity:

The level of competence of teachers in creating psychologically comfortable conditions for each child has increased;

A subject-developing environment has been created for all age groups that meets modern requirements and is aimed at developing in children the internal potential for self-improvement and character development;

Projects of the subject-developing environment of groups have been developed, taking into account the age characteristics of children.

Methodical work with teachers to improve the theoretical level and motivation to work on the moral education of preschoolers

In order to improve the theoretical level and motivate the formation of the moral qualities of preschool children, methodological work was carried out with teachers through the following forms:

- "School of the teacher" - on acquaintance with the construction of the program "The main thing is character." The activity at this event was built through a cycle of classes aimed at studying the goals and objectives of this program, practical and methodological applications; studying the experience of other preschool educational institutions of the city.

Workshop on the topic: "The moral education of preschoolers, taking into account modern programs and Methods" and practical exercises, which are aimed at systematizing and deepening theoretical knowledge, at comprehending one's own pedagogical experience, at mastering modern technologies; a review of methodological literature revealing the relevance of work in this direction;

Thematic consultations: "Psychological foundations of the moral development of preschool children", "Development of the moral sphere and communication skills in children of senior preschool age", "Formation of relationships between children", "Formation of a feeling of love for nature during walks of preschoolers", etc.;

Open viewing of events by teachers - trainees for young educators,

- « Round table"- the purpose of this event: improving the system of planning the work of teachers with children in moral education, developing a strategy for the interaction of specialists and educators, identifying effective experience in this area;

- "Creative group" - the participants of which took part in the development of an innovative activity plan, in the development and drawing up of long-term plans for children and parents, in the selection of effective methods of cooperation with parents;

Individual work aimed at consulting in problem situations, analysis of one's own activities, acquaintance with the results of the analysis;

The result of work in this direction was the following:

• the level of pedagogical competence and motivational
• readiness in 73% of preschool teachers;
• as a result of the implementation of the integration system, the level of competence of specialists in matters of interaction has increased,
• long-term work plans for all age groups on the moral education of preschool children have been introduced and are being effectively used in joint activities with the teacher;
• a long-term plan of work with parents on the topic "Moral education of preschoolers" has been introduced.
• the experience of the preschool educational institution in this area is presented at the district methodological week for educators " educational work preschool institutions in conditions of polyprogramming and variability”;
• the developed and compiled summaries of practical activities, file cabinets are effectively used: didactic and story games, situations, conversations and rules;
• developed and designed: didactic games: "How to act", "Tower of trust", "It is possible - it is impossible", "Good - bad", "World of good"; manuals: “Tree of good deeds”, “Piggy bank of good deeds”, “Mood board”, “Good deeds master”, “I, you, we!” and etc.

The use of modern effective forms and methods of working with teachers allowed:

To improve the culture of interpersonal interaction of children in the group;

To increase the general social maturity of children, to reduce their aggressiveness, to educate ways of effective interaction with people.

results diagnostics of children showed:

Education of a culture of behavior: 72% 83% 79.5%

Relationships with peers: 68% 79% 78.5%

Relationships with adults: 79% 77% 81.5%

Moral character traits: 71% 84% 75%

Behavior in the environment: 85%

The general indicator of the moral qualities of children in 2009 showed the level of formation in 73% of children, in 2010 an increase in the level by 8%, and in 2011 a decrease in the level by 1%.

Since, during the diagnostics in 2011, the emphasis was mainly on the application and use of the existing knowledge of children in practice

The system of interaction between kindergarten and school in matters of moral education of children

In the course of the development of experience, the author solved the problem of creating conditions for the formation of professional competence of all participants in the educational process in the education of the moral qualities of preschool children as an important aspect of preparing for school.

The author and teachers of the kindergarten are closely cooperating with school-gymnasium No. 74 on this issue. The joint work of pedagogical teams is aimed at the unity of requirements in the work on the moral education of children, taking into account the goals and content of education at the age stages of a child's development. The author held a "Round table" - at which a long-term plan was developed in the course of practical activities joint work on the topic, as well as a comparative analysis of the programs of M. Vasilyeva "Education and training in kindergarten" and L. B. Zankov "First class" in the section "Moral education", which are aimed at ensuring sustainable positive results at work.

To implement the work experience, to improve the theoretical and practical level of teachers in this direction, the author compiled and developed:

Thematic consultations: "The formation of moral qualities - as the most important aspect of preparation for school"; "Necessity of education of moral qualities in preparation for schooling" and others;

School of a young teacher: "Communication skills in the work of a teacher with children";

Round table on the interaction of specialists: "Joint activities of specialists, educators and teachers in matters of moral education of children."

Were organized: tour of the kindergarten for teachers primary school in order to familiarize themselves with the conditions for educating the moral qualities of preschoolers; methodological exhibitions of novelties of literature and developed materials for teachers and parents.

The results of this activity were:

Increasing the level of motivational readiness in the interaction of teachers and teachers on this topic;

Developed a plan of joint activities to educate the moral qualities of children;

Organization of a "boss couple" between the teacher and students of the 4th grade, the teacher and the children preparatory group, which contributes to the quality of holding joint holidays, promotions, excursions, sports relay races, and most importantly, leads to a decrease in stress factors during the transition of the child to schooling;

Conducting on the basis of the preschool educational institution, under the guidance of the author, a regional “Pedagogical workshop” for senior educators, teachers and teachers of schools in the Oktyabrsky district to organize successive and promising relations between kindergarten and school in matters of moral education and solving problems on this topic; “The district school of the senior educator on the topic: “Formation of moral qualities - as an important aspect of preparing for school”;

The materials of the work of the kindergarten on continuity with the school by the author were presented at the methodological exhibition of the district, where they were highly appreciated.

Interaction with families of pupils

The main objectives of the joint work are:

The study of the family in order to coordinate the educational impact on the child; a differentiated approach to each family;

Introduction into practice of effective forms of interaction between the kindergarten and the family in matters of moral education.

To increase the conscious attitude of parents to the fact that they are a source of moral ideas for the child.

The system of the author's work with the family is based on the active practical activities of children and adults. It has become a tradition to hold joint holidays and entertainment, excursions, creative family competitions, projects and promotions, and especially favorite forms of communication are: thematic meetings, "Mother's Day", "Christmas gatherings", which create a positive psychologically favorable microclimate and contribute to the formation of compensatory social skills.

In order to implement the tasks of moral education, the author successfully organizes the work of the club for parents "Me and my family", the purpose of which is to increase the moral culture of parents, to assist in understanding the process of forming the child's personality and the formation of his character.

In order to improve parental competence, as well as to study the family, the author uses active forms work: non-traditional parent meetings, open days, thematic exhibitions, information centers, questioning. Parental hours are organized - this form is based on the individual requests of parents, where they have the opportunity to ask questions of interest to the specialists of the preschool educational institution, as well as invited specialists.

The author, in order to improve the image of the preschool educational institution and disseminate experience on this topic among parents, published articles in the magazine "Our Star": "Small games for great happiness", "We give a piece of the heart!".

As a result of an informal approach in working with the families of pupils:

The level of psychological and pedagogical culture and parental competence has increased in 63% of parents;

The number of parents who are ready for productive interaction with kindergarten teachers has increased;

Parents became active participants in events for children / exhibitions, competitions, concerts, etc. held in the preschool educational institution, district, city.

Labor intensity of experience

The complexity of experience lies in the systematization of the plan of innovation, the application innovative technologies, in the creation of an appropriate methodological base and the choice of effective forms of methodological work that contributes to the improvement of the psychological and pedagogical competence of teachers; in organizing a creative group among preschool teachers; in organizing open events and master classes among teachers.

Target orientation

This experience in their activities can be used by senior educators, methodologists and heads of preschool educational institutions.

perspective