Municipal preschool educational institution

combined kindergarten No. 13

Self-education project

“Formation of moral qualities in children through speech development»

Educator:

Safonova Larisa Ivanovna

Project duration: 1 year.

Senior group

Age of students: 5-6 years

2011-2012

Relevance of the work

You cannot be a patriot without feeling a personal connection with your Motherland, without knowing how our ancestors, our fathers and grandfathers loved and cherished it.

Moral education is the basis for the formation of a future citizen.

A child is not born evil or good, moral or immoral. What moral qualities a child will develop depends, first of all, on the parents and adults around him, how they raise him, and what impressions they enrich him with.

Love for the Motherland, attachment to the native land, language, culture, traditions is manifested in a sense of pride in the achievements of the native country, in bitterness for its failures and troubles, caring for people's memory, national and cultural traditions.

In my opinion, the content of spiritual and moral education is the spiritual and moral experience that is acquired by the child and “cultivated” by the teacher in the process of pedagogical interaction in various types of activities, being in constant interaction with peers. Therefore, a lot of work on instilling moral qualities in children must be done in a preschool institution.

In this regard, the problem of moral education of children becomes one of the most pressing.

Objective of the project:
Creating conditions for solving the moral education of preschool children.
Tasks:
Develop content, methods, techniques, forms of organization of cognitive activity that contribute to the moral education of preschool children.
Develop a system forward planning events.
Create a subject-development environment.
Make notes of classes, holidays, evenings, entertainment.

To form the moral culture of pupils, to promote the development communication skills, kindness and mutual understanding in the family.To develop a sense of self-respect in children, self-esteem and the desire to be responsive to adults and children, the ability to pay attention to their state of mind, rejoice in the successes of their peers, and strive to come to the rescue in difficult times.

Information stage

Creative stage

Presentation stage

Result

• A subject-development environment has been created.
• Children have acquired knowledge - information about their country, belonging to it.
• Notes of classes, holidays, evenings, entertainment were compiled.
• Preschoolers have formed an idea of ​​their native country, a desire to be a citizen of their homeland, to feel responsible for everything that happens in it.

Thanks to moral education, children have formed an idea of ​​their native country, a desire to be a patriot of their Motherland, to feel responsible for everything that happens in it.Children have become responsive to adults and peers; they know how to show attention to their state of mind, enjoy the successes of other children, and strive to come to the aid of each other in difficult times.

Literature:

1. Patriotic education of children 4-6 years old N.G. Komratova, L.F. Gribova.

2. Scenarios for classes on the integrated development of preschoolers by L.G. Gorkova, L.A. Obukhova.

3. “Musical Director” magazine No. 2.05, No. 2. 06., No. 2. 07., No. 2.08.

4. Social and moral education of children 5-7 years old I.F.Mulko.

5. Cognitive development. Star. gr. Volchkova V.N., Stepanova N.V.

6. Social and moral education of children from 2 to 5 years old N.V. Miklyaeva

7. Social and moral education of preschool children R.S. Bure.

8. Moral and patriotic education of preschool children Vetokhina A.Ya.

The development of a child’s personality is inextricably linked with his moral education.

Moral education of children is considered the process of acquiring knowledge about morality and gaining experience in moral behavior. Getting acquainted with moral standards, a preschooler's attitude towards others changes. He becomes more friendly and decent towards adults and children.

Moral education - tasks

The main tasks of educating the morality of a preschooler’s personality are the development of moral feelings, teaching children positive skills, moral behavior, and right actions.

Only purposeful and systematic education of morality in children will help the child avoid bad and evil actions, and will not arise. bad habits hampering his personal development.

Peculiarities of educating the moral feelings of preschool children

The moral feelings of preschoolers develop in conjunction with the formation of ideas about ethics. Their development is necessary in preschool age, so that in the future the preschooler does not have problems adapting to society. If a child does not know what is good and what is bad, then it is difficult for him to communicate with people around him, he often cries, is capricious, and has a negative attitude towards adults and their demands.

Means of moral education for older preschoolers

The development of a preschooler’s sense of morality is effectively carried out through moral conversations and situations that require children to make a decision, do something, and cope with difficulties.

Conversations can be conducted based on the content of specific examples from children's books.

Characteristics of the moral feelings of a preschooler

When a child communicates with adults and peers, his moral feelings are directed towards another person. Here we can note the development of such feelings as sensitivity and attentiveness. At the same time, not only the ability to get along with people develops, but also understanding of people, emotional empathy, and sympathy.

An important role in the development of moral feelings of an individual is given to the use of situations in which the child’s relationships with other children or adults are duplicated. Options for scenes are offered from which it is necessary to exit with maximum morality.

Moral education helps a child acquire moral experience of behavior in human society. After all, he needs to make one right decision. At the same time, the development of the child’s personality is enriched due to the child acquiring strong-willed qualities, because it is not easy to make the right decision despite the desire to do things in one’s own way.

The influence of fiction on the development of morality in preschool children

Fiction reveals to a child’s eyes a whole world of human feelings. Works of art arouse the child’s interest in the hero’s actions, and his personality develops. Children love to imitate the main characters of books. The heroes of the works teach children to empathize with others. Children awaken to moral feelings, including kindness and rejection of injustice.

Folk tales in the process of forming children's moral feelings

They begin work on the formation of a child’s personality and morality of a preschooler with small works. These can be songs, nursery rhymes. Next, folk tales are used. Fairy tales are the most widespread and rich genre of oral folk art.

Children love to listen to fairy tales. Even adults do not remain indifferent to funny fairy tales. In them, humor and figurative language are intertwined with moralizing scenes. Children remember stories from fairy tales they read for a long time.

Folk tales instill kindness and respect for elders in children. It is in fairy tales that the wisdom of times and peoples lies.

Since ancient times, the authors of fairy tales have sought to instill positive feelings in children, so they structured the story in such a way that in the end good would triumph over evil. Most often, fairy tales have both positive and negative heroes. But the narrative is told in such a way that it is immediately clear which of the heroes is endowed with moral qualities, and these heroes evoke a positive attitude towards themselves.

A positive hero, as a rule, performs correct and heroic actions and encourages the child to imitate. Even if various acts of evil are committed during the telling of history, the inevitability of the victory of good can be seen throughout history.

Such a narrative clearly evokes in the child hope for a mandatory victory over evil. Every fairy tale has a hero endowed with such moral qualities as honesty and kindness. These personality traits are clearly visible in all the deeds of the main positive character. The child unconsciously feels this and understands that such qualities must be followed.

Unconsciously, the child absorbs the moral standards of folk tales that regulate the desire of preschoolers to act morally.

Moral education through folk tales

Preschool age is the period when the child is most susceptible to the educational effect of fairy tales. In the form of a fairy tale, a child has a more accessible understanding of the world of human feelings and experiences.

At preschool age, a child is most easily able to unite himself with a literary character. The child is ready to imitate the actions of the hero on a subconscious level and imagines himself in his place.

Therefore, moral norms, as well as certain moral values ​​in preschool age, are easy to form.

How is the moral education of older preschoolers carried out?

The process of implementing the moral education of a child’s personality occurs through the development of emotions, cognitive processes. An emotionally attuned child has a more positive attitude towards others, his moral experience is enriched by good communication with people.

Models of moral behavior are formed in the child thanks to purposeful work on the formation of moral values ​​in kindergarten. When a teacher talks to children, they are asked moral questions that make the child think deeply.

During such conversations and questions, children learn to distinguish between good and bad, good and evil, compare negative and positive actions, make a choice - what would I do or do in a similar situation?

What is the pedagogical effectiveness of a fairy tale?

A fairy tale is an effective pedagogical tool for the formation of moral feelings because it contains a fascinating plot. Children love funny and imaginative stories. Fairy tales attract children's attention to the moral actions of the heroes. Fairytale hints are well understood by children. An instructive experience is deeply absorbed into children's souls, causing a desire to imitate the hero.

Forms of working with a fairy tale

When using folk tales as a means of moral education, teachers use various forms of work. Fairy tales are read to children. Children often retell them and discuss them. At matinees and other events, fairy-tale scenes are played out and theatrical fairy-tale performances are staged. In class visual arts children draw fairy-tale characters. Groups organize exhibitions of drawings based on fairy tales.

Thus…

A fairy tale is a tool for a child to learn about good and evil and conveys to the child the world of human feelings. The form of moral education through fairy tales is accessible to preschoolers. Moral lessons through a folk tale are the best lessons for children, life lessons. By transforming into fairy-tale characters, children are more willing to complete the teacher’s tasks aimed at developing morality.

Such tasks include: coming up with a skit on a given topic, for example: Misha takes a toy from a baby. What will you do? Or the boy went outside and saw how the grandmother from the neighboring yard dropped her purse. What should he do? Such scenes are performed by children. And each child must act correctly according to the given situation. Children will remember such moral actions better if they are dramatized.

Children draw examples of correct actions in given situations from previously listened to folk tales. You can talk about which famous heroes did the same or found themselves in similar situations.

Ksenia Mednikova
Spiritual and moral education of preschool children in a speech center

Slide Speech

1 Good afternoon, dear colleagues!

Today I want to bring to your attention my presentation at topic: « Spiritual and moral education of preschool children in a speech center».

2 At the present stage of development of education spiritual and moral education is one of the most important tasks in education the younger generation. - pedagogical process of assimilation and acceptance pupils basic national values, mastering the system of universal human values ​​of the multinational people of the Russian Federation.

3 Spiritual and moral education is a broad concept that consists of a number of components: morality, patriotism, citizenship.

Morality is internal morality, taking responsibility for one’s actions, that is, acting according to one’s conscience.

Patriotism is love for family, home, native places, the Motherland, pride in one’s people, a tolerant attitude towards other people, the desire to preserve and increase the wealth of one’s country.

Citizenship is the highest level of development of the moral consciousness of society.

4 Spiritual and moral education is one of the most important tasks of both general and special pedagogy. It is equally necessary for children with normal speech development and children with speech disorders. However, the presence of certain psychophysical characteristics in children with speech impairments in some cases greatly complicates the formation of moral personality traits in them.

5V content correctional system When working with children with speech impairments, I make sure, in every lesson, that I set myself tasks that allow me to effectively implement the targets laid down in the Education Law of the Russian Federation and the Federal State Educational Standards preschool education(FSES DO, “Concepts spiritually-moral development And education personality of a citizen of Russia", adapted from the MADOU program, the program from T. B. Filicheva and G. V. Chirkina " Correctional development And education of preschool children with FFN and OHP».

6 Since children with speech impairments have predominantly visual-figurative thinking, it is necessary to saturate the surrounding reality with objects and aids that allow children to more accurately imagine what they are being told about. On logopunkt and in groups a developing subject-specific spatial environment, containing material on familiarizing yourself with your hometown, country, state symbols (coat of arms, flag, anthem, portrait of the President of Russia, the historical past of Russia, as well as material on spiritual and moral education of children(photos depicting temples, fiction on folklore - fairy tales, epics, legends).

7 Upbringing patriotism is impossible without acquaintance with history and Russian culture, which is carried out at speech therapy classes in the process of learning by children those: "Dishes", "Furniture", "Cloth", "Shoes", "Our Army". As children explore these topics, they not only expand their vocabulary with modern words, but also learn older words. This leads not only to the accumulation of a nominative vocabulary, but also a vocabulary of features.

8 An integral part speech therapy work in kindergarten is to familiarize children with their native language, folklore, and instill a love for their native speech. Examples of the native language are very clearly presented in fiction, especially in works of oral folk art. (fairy tales, poems, songs, proverbs, sayings, etc.).On speech therapy In our classes we teach the children proverbs and sayings, tongue twisters and tongue twisters.

9 It is known that fairy tales carry great potential for positive moral teachings. Fairy tales teach children to follow the commandments given to man by God, to live in harmony with themselves and the world. Therefore, in the process of correctional work, I conduct quizzes on fairy tales, dramatize and compose fairy tales. Analysis of fairy-tale situations and characters' characters together with children contributes to the formation of skills of correct behavior in certain situations. Children listen to, tell Russian folk tales and stories, learn to retell and analyze them.

10 In section "Coherent speech" And "Development of lexical and grammatical categories" Exercises and assignments, varied in form and content, about the Motherland, about the defenders of the Russian Earth, about preserving peace in their country and throughout the world are presented. Through texts, children become acquainted with the national values ​​of our fatherland, ancient monuments and their creators, and the exploits of domestic heroes during the Second World War.

11 Studying on speech therapy various activities lexical topics related to nature "Vegetables", "Fruits", "Seasons", "Wintering Birds", "Migratory birds", "Animals", "Trees", "Flowers", children get acquainted with the nature of our region, learn how rich and interesting it is, learn that it needs to be protected, and also decide purely speech therapy tasks to consolidate relative and possessive adjectives, singular and plural nouns and adjectives, prepositions, children learn to form diminutive nouns, compose and retell stories.

12 The main task of teacher interaction is speech therapist with teachers and specialists is to create optimal conditions, promoting correction and full disclosure of the potential speech capabilities of children. In this case, one cannot fail to note the holidays that are held during the school year. of the year: "Victory Day", "Defenders of the Fatherland Day", "Christmas", "Winter farewell" etc. In preparation for the holidays, children learn poems, songs, and roles. Holidays in kindergarten are an effective means of aesthetic influence on the younger generation

13 Important a condition for the moral education of a preschooler with speech pathology is the family's attitude to this problem. It is in the family that the foundations of patriotism are laid spiritually-moral values, family traditions, mutual relations with the whole family. In this regard, of particular importance gets a job speech therapist with parents, since it is the family that is the basis in which the moral qualities of the child are formed, which are so necessary when correcting speech deficiencies. To more actively involve parents in educational process, we provide consultations, master classes, we lead speech therapy corners.

14 Summarizing the above, we can say that in an organization organized in a certain way speech therapy there is always room for work spiritual enrichment of children, the formation of high moral qualities in them, the formation of a sense of patriotism, pride in their land, their Motherland

15 Information sources:

Molchanova E. G., Kretova M. A. “Speech development of children 5-7 years old in logopunkt» : Publishing House TC Sfera 2015.

Feoktistova T.K. Shestyakova N.P. « Spiritual and moral education of preschool children» : Publishing house "VLADOS" 2012.

Kairova I. A. Bogdanovap O. S. "The ABC of Moral education» :

Teacher's Manual\ M: Enlightenment 1997.

Malova V.V. “Lesson notes on spiritual and moral education of preschool children based on Russian material folk culture": A manual for teachers of educational institutions \ "VLADOS" 2014.

Internet resources.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RF

STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"VOLGOGRAD STATE PEDAGOGICAL UNIVERSITY"

Preschool Institute, primary education and special pedagogy

The influence of fiction on the moral education of older preschoolers

course work

Executor:

Alenikova Yulia Valerievna

group D-34

Scientific adviser:

Shatrova S.A.,

Ph.D. ped. Sciences, Associate Professor

Volgograd 2012

Introduction

Chapter1. Theoretical aspects of the problemthe influence of fiction on the moral education of older preschoolers

1.1 The concept and tasks of moral education of older preschoolers

1.2 The role of fiction in the moral education of older preschoolers

Chapter 1 Conclusion

Chapter 2.Moral education of older preschoolers through fiction in preschool settings

2.1 Analysis of the moral education of older preschoolers in preschool educational institutions

2.2 Methodology of moral education of older preschoolers through the use of fiction

2.3 Control experiment

Chapter 2 Conclusion

Conclusion

List of usedliterature

Applications

Annex 1

Appendix 2

Appendix 3

INTRODUCTION

The formation of social and moral behavior of an individual is a requirement of the time. Today, the dominant guidelines in determining the content of moral education should be such universal human values ​​as goodness, justice, and humanism.

The moral creation of a person in unity with his emotional sphere and behavior is a complex phenomenon. It consists of primary moral ideas, which throughout life become more complex and enriched, and are interpreted into moral concepts. However, the core of human morality is moral feeling, experience, conscience. The most important initial stage in the development of morality as a characteristic of a person’s personality is preschool age.

Communication with books provides invaluable assistance in the moral education of preschoolers. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.

Fiction is a universal developmental and educational tool, taking the child beyond the limits of the directly perceived, immersing him in possible worlds with a wide range of models of human behavior and orienting him in them, providing a rich linguistic environment. Fiction is an important means of shaping a child’s personality and speech development, a means of aesthetic and moral education of children. Fiction accompanies a person from the first years of his life.

The impact of fiction on the mental and aesthetic development of a child is well known. Literature influences the formation of moral feelings and assessments, norms of behavior, and the education of aesthetic perception and aesthetic feelings.

The importance of introducing children to the world of fiction was pointed out by teachers, psychologists, linguists (K. D. Ushinsky, E. I. Tikheyeva, E. A. Flerina, L. S. Vygotsky, S. L. Rubinstein, A. V. Zaporozhets, A. A. Leontyev, F. A. Sokhin, A. M. Shakhnarovich, L. I. Aidarova, etc.).

The role of fiction in the comprehensive education of children is revealed in the works of E.A. Flerina, M.M. Konina, N.S. Karpinskaya. Features of the perception of fiction by preschoolers - in the works of A.V. Zaporozhets, E.A. Flerina, T.A. Repina, L.Ya. Pankratova, L.M. Gurovich. Researchers have substantiated the need to use works of fiction in the moral education of preschool children and has been substantiated by many researchers.

Meanwhile, the problem of moral education in preschool age remains relevant. In the practice of children's institutions, the means of fiction are not sufficiently used for the purpose of moral education. All this determines the relevance of the research topic: “The influence of fiction on the moral education of older preschoolers.”

The object of this study is the process of moral education of older preschoolers. moral education preschooler literature

The subject of the study is the process of moral education of older preschoolers through fiction in a preschool educational institution.

Purpose of the study: to study the specific influence of fiction on the moral education of older preschoolers.

To achieve the goal, the following tasks were set:

1. Study psychological, pedagogical and methodological literature on the research problem;

2. To identify the level of development of moral education among older preschoolers;

3. Carry out moral education of older preschoolers using fiction;

4. Provide an analysis of the results of moral education of older preschoolers through fiction.

The research hypothesis assumes that the moral education of older preschoolers will be effective provided that systematic and purposeful work is organized using various works of fiction for the purpose of moral education of older preschoolers.

Research methods: analysis of psychological and pedagogical literature, participant observation method, conversation, diagnostics, etc.

The base of this study is MOU DOU 74 No. of Volgograd.

CHAPTER 1. THEORETICAL ASPECTS OF THE PROBLEM OF THE INFLUENCE OF FICTION ON THE MORAL EDUCATION OF SENIOR PRESCHOOL CHILDREN

1.1 Concept and tasks of moral education of older preschoolers

Issues of moral development, education, and human improvement have always worried society at all times. Thinkers of different centuries interpreted the concept of morality in different ways. Even in ancient Greece, in the works of Aristotle, it was said about a moral person: “A person of perfect dignity is called morally beautiful... After all, they talk about moral beauty in relation to virtue: a person who is just, courageous, prudent and generally possesses all the virtues is called morally beautiful.”

In Russian pedagogy, such qualities as compassion and pity have always been valued, and the moral revival of society was seen through faith in love, mercy, and understanding.

Russian teachers built their concepts of education on the principles of morality and humanism, on a special attitude towards people, developed a culture of love and mercy, and saw in such education a great power for personal improvement. P. P. Blonsky, K. N. Ventzel, P. F. Kapterev, L. N. Tolstoy, K. D. Ushinsky and others made a great contribution to the development of this problem.

IN AND. Dahl interpreted the word morality as “moral teaching, rules for the will, conscience of a person.” He believed: “Moral is the opposite of the bodily, carnal, spiritual, spiritual. The moral life of a person is more important than the material life.” “Related to one half of spiritual life, opposite to the mental, but comparing the spiritual principle common to it, truth and falsehood belong to the mental, good and evil belong to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person with the duty of an honest and pure-hearted citizen. This is a moral person, of pure, impeccable morality. Any self-sacrifice is a moral act, of good morality, of valor.” Over the years, the understanding of morality has changed. Ozhegov S.I. we see: “Morality is the internal, spiritual qualities that guide a person, ethical standards, rules of behavior determined by these qualities.”

K. D. Ushinsky wrote: “Moral influence is the main task of education.” He wrote the following about morality: “...Convinced that morality is a necessary consequence of learning and mental development, we are also convinced that ... moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge ... ".

He highly appreciated the moral education of L.N. Tolstoy: “Of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible.”

A.S. Makarenko pointed out that the moral development of a person is influenced not only by education, but also by other systems of influence. He wrote: “... There is not a single act, not a single word, not a single factor in our history that, in addition to its direct economic, or military, or political significance, would not also have educational significance, which would not be a contribution to the new ethics and would not cause an increase in new moral experience."

V.A. Sukhomlinsky said that it is necessary to engage in the moral education of a child, to teach “the ability to feel a person.” He wrote: “Nobody teaches a little person: “Be indifferent to people, break trees, trample on beauty, put your personal things above all.” It's all about one, very important pattern of moral education. If a person is taught goodness - taught skillfully, intelligently, persistently, demandingly, the result will be goodness. They teach evil (very rarely, but it happens), and the result will be evil. They don’t teach either good or evil - there will still be evil, because he must be made a man.”

V.A. Sukhomlinsky believed that “the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the child’s understanding only under the condition of clear clarity, obviousness of the moral meaning of what he sees, does, observes” .

The concept of moral education is comprehensive. It permeates all aspects of human life. That is why the outstanding teacher of our time V.A. Sukhomlinsky, having developed an educational system on the comprehensive development of the individual, quite rightly believed that its system-forming feature was moral education. The core of moral education is the development of the moral feelings of the individual.

L.A. Grigorovich gave the following definition: “morality is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.”

I.S. Maryenko defined “morality as an integral aspect of the individual, ensuring his voluntary compliance with existing norms, rules, and principles of behavior. They find expression in relation to the Motherland, society, the team, individuals, oneself, work, etc.” .

V.A. The sweet tooth defines morality as a personal characteristic that combines such qualities and properties as kindness, decency, honesty, truthfulness, justice, hard work, discipline, collectivism, regulating individual human behavior.

N.I. Boldyrev notes that a specific feature of moral education is that it cannot be isolated into some special educational process. The formation of moral character occurs in the process of children’s multifaceted activities (games, activities), in the various relationships that they enter into in various situations with their peers, with children younger than themselves and with adults. However, moral education is a purposeful process that presupposes a certain system of content, forms, methods and techniques of pedagogical actions.

So, moral education is a purposeful and systematic influence on the consciousness, feelings and behavior of pupils with the aim of developing in them moral qualities that meet the requirements of public morality.

In the formation of personality, a special place is occupied by the development of moral qualities that form the basis of behavior.

The result of moral education is moral education. It materializes in socially valuable properties and qualities of the individual, manifests itself in relationships, activities, and communication. Moral education is evidenced by the depth of moral feeling, the ability to experience emotions, torment of conscience, suffering, shame and sympathy. It is characterized by the maturity of moral consciousness: moral education, the ability to analyze, judge the phenomena of life from the standpoint of a moral ideal, and give them an independent assessment.

It should be noted that scientists consider preschool age to be the most important initial stage in the development of morality as a characteristic of a person’s personality.

Preschool age is the initial stage of personality formation. Children develop such personal formations as the subordination of motives, the assimilation of moral norms and the formation of arbitrary behavior. The subordination of motives is that the activities and behavior of children begin to be carried out on the basis of a system of motives, among which motives of social content, which subordinate other motives, are becoming increasingly important.

Personal motives are manifested in different types of activities. For example, in play activity the child strives to provide himself with toys and attributes of the game, without analyzing the game process itself in advance and without finding out whether he will need these items during the game. Gradually, in the process of joint activities of preschoolers, the child develops socially significant motives, expressed in the form of desires to do something for other people.

At preschool age, children begin to be guided in their behavior by moral standards. A child’s familiarity with moral norms and understanding of their value is formed in communication with adults, who evaluate opposing actions (telling the truth is good, deceiving is bad) and make demands (one must tell the truth). From about 4 years old, children already know that they should tell the truth and that lying is bad. But the knowledge available to almost all children of this age does not in itself ensure compliance with moral standards.

In the preschool years, under the guidance of adults, the child acquires initial experience of behavior, relationships with close people, peers, things, nature, and learns the moral norms of the society in which he lives. Preschool age is characterized by great opportunities for the moral education of children: in various developing types of their activities, some ways of consciously managing their behavior, activity, independence, and initiative are successfully formed. In a society of peers, positive relationships are established between preschoolers, goodwill and respect for others are formed, and a feeling of camaraderie and friendship arises. Proper education prevents the child from accumulating negative experiences, prevents the development of undesirable skills and behavioral habits, which can adversely affect the formation of his moral qualities.

The task of moral education is for teachers to transform the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, and dignity.

The development of a child’s moral consciousness occurs through the perception and awareness of the content of influences that come from parents and teachers surrounding people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the child’s mind, external influence acquires individual meaning, thus forming a subjective attitude towards it. In this regard, the motives of behavior, decision-making and the child’s moral choice of his own actions are formed. Focus preschool education and the actual actions of children may be inadequate, but the point of education is to achieve correspondence between the requirements of proper behavior and internal readiness for this.

By moral education A. A. Lopatina, M. V. Skrebtsova understand the process of promoting the moral formation of a person, the formation in him:

Moral feelings (conscience, duty, faith, responsibility, citizenship, patriotism),

Moral character (patience, mercy, meekness, gentleness),

Moral position (the ability to distinguish between good and evil, the manifestation of selfless love, readiness to overcome life's challenges),

Moral behavior (protect and preserve nature, manifestations of spiritual prudence).

In moral education, it is important not only to formulate moral consciousness and moral feelings, but also, most importantly, to include the preschooler in various activities where their moral attitudes are revealed.

At preschool age, children accumulate their first experience of social behavior. Social development of preschool children is the assimilation of the values, traditions and culture of the society in which children will live. In the process of communicating with adults or peers, the child learns to take into account the interests of the people around him and live by certain rules and norms of behavior. They develop the first skills of organized and disciplined behavior, skills of positive relationships with peers and adults, independence skills, the ability to occupy themselves with interesting and useful activities, and maintain order and cleanliness of the environment. These skills are consolidated and turned into habits (the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, behaving civilly in public places, politely making requests, etc.). The assimilation of habits begins at an age when one cannot count on the child’s conscious attitude to the demands and instructions of adults. In early preschool age, children are taught basic everyday culture, politeness, cooperative play, and obedience. In middle preschool age, the habits of cultural communication with adults and peers, the habit of telling the truth, maintaining cleanliness and order, performing useful activities, and the habit of working hard continue to form. In older preschool age, these habits are consolidated and more complex ones are formed: the habit of collective games, work and activities, careful execution of assignments and responsibilities, habits of mutual assistance, helping adults, etc.

By calling on children to act in a certain way, the teacher explains the appropriateness and correctness of such behavior. The explanation is carried out using specific examples. This helps children gradually understand general moral concepts (kind, polite, fair, modest, caring, etc.), which, due to concrete thinking, cannot be immediately understood by them.

Formed moral ideas serve as the basis for the development of motives of behavior that encourage children to perform certain actions. The lack of ethical ideas prevents children from contacting people around them and can cause whims and a negative attitude towards the demands of adults.

Thus, we can conclude that the main tasks of moral education of children are: fostering a humane attitude towards the world; development of emotional responsiveness, empathy, willingness to show care and concern for people; fostering friendly relationships and cooperation with peers; fostering a culture of behavior and communication in preschool childhood.

1.2 The role of fiction in the moral education of older preschoolers

Fiction occupies a special place in the life of a preschooler, since it is the book that remains the most accessible means of spiritual and moral development of the individual. Introducing a child to a book makes it possible to lay the basic foundation of his general culture and is therefore considered as one of the main tasks of the artistic and aesthetic education of a preschooler.

With the help of fiction, a preschooler comprehends the world of human relations, discovers the laws by which human interaction is built, that is, norms of behavior. In an effort to become an adult, a preschooler subordinates his actions to social norms and rules of behavior.

It is literature that acts at the preschool stage as effective remedy moral development of the child, helps the child quickly and interestedly learn the world, absorb and live a huge number of impressions, teaches you to adopt the norms of behavior of others, to imitate, including the heroes of books.

Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child's thinking and imagination, enriches his emotions. Its educational, cognitive and aesthetic significance is enormous, since by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly sense the form and rhythm of the native language.

D.S. Likhachev noted: “Literature gives us a colossal, extensive and profound experience of life. It makes a person intelligent, develops in him not only a sense of beauty, but also understanding - an understanding of life, all its complexities, serves as a guide to other eras and to other peoples, opens the hearts of people to you. In a word, it makes you wise."

A literary work appears to the child in the unity of content and artistic form. The perception of a literary work will be complete only if the child is prepared for it.

Literature, according to E.A. Flerina, broadens the horizons of a preschooler, develops his perception, thinking, memory, imagination and creativity, is a means of shaping the child’s personality, providing a strong moral and ideological impact, and unites the children’s team.

When reading fiction and educational literature, a preschooler constantly finds it necessary to recreate with the help of imagination what is said in these books, maps, and stories. Any reader or listener must have a sufficiently developed reconstructive imagination to see and feel what the artist, writer, storyteller wanted to convey and express. Listening to a story, a fairy tale, a child vividly imagines their characters, and they seem absolutely real to him, he believes that they really exist.

The importance of fiction in the education of moral qualities is great. This is the formation of: goodwill, responsiveness, a sense of compassion, love, attention and respect. Book shapes emotional sphere a person, being an interlocutor, an adviser in his affairs, an assistant in solving problems.

V.A. Sukhomlinsky said: “In order to prepare a person spiritually for independent life, we must introduce him to the world of books.” To cultivate an interest in reading in every child and to teach him to treat books with care is one of the tasks that kindergarten solves.

Fiction plays an important role in the formation of moral judgments and assessments in children. Research by A.V. Zaporozhets, which were devoted to the study of preschoolers’ perception of fairy tales, allowed us to highlight the following features. The child is not satisfied with uncertain situations when it is not known who is good and who is bad. Children immediately strive to identify positive characters and unconditionally accept their positions. And in relation to everyone who interferes with the implementation of their plans, they take a sharply negative attitude. When listening to a literary work, the preschooler takes the position “inside it.” He strives to imitate his favorite heroes. This is how mechanisms of moral identification arise, internal action in the imaginary plane is enriched personal experience child, because he is actively experiencing events in which he did not participate. Literary characters are fixed in the child’s mind in accordance with a certain characteristic. It is very difficult for a preschooler to classify himself as a negative character. Thus, a child, even realizing that he has violated a moral norm, cannot identify himself with Caracas, but claims that he acted like Pinocchio.

At 3-4 years old, a child can already give a correct moral assessment, without comprehending the situation, but transferring his positive or negative attitude to the specific actions of the characters. The attitude towards the hero determines the child’s assessment of him. At the age of about 4 years, a discrepancy between the emotional and moral attitude towards the hero may be observed. At the age of 4-5, the concepts of “bad” and “good” are formed. Then an assessment of the hero arises based on the content of his actions. The child penetrates into the interaction of the characters and takes into account not only who performed the action, but also to whom it was directed. After 4 years, with the development of empathy and assistance to the hero, moral argumentation arises. Now children point out the social significance of actions. Thus, actions in the imaginary plane help the child to come to an understanding of the motives of behavior, and the emotional attitude towards the hero begins to separate from the moral assessment of his actions.

Older preschoolers understand the moral side of folk tales. The negative moral side of the heroes’ actions causes sharp protest and indignation. Children consciously stand on the side of good.

At the age of 3-7 years, children develop ethical standards-models that contain a more or less generalized idea of ​​positive or negative behavior in life situations. A preschooler correlates his behavior not only with a specific adult, but also with a generalized idea. That is, the external pattern of adult behavior moves into the internal plane, expanding the possibilities for the moral development of the individual.

The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, make him want to become better, do something good, help him understand human relationships, and get acquainted with norms of behavior.

Education with artistic words leads to great changes in the emotional sphere of the child, which contributes to the emergence of a keen response to various life events and rebuilds his subjective world. According to B. M. Teplov, art captures various aspects of the human psyche: imagination, feelings, will, develops his consciousness and self-awareness, and shapes his worldview. As a result of familiarization with the book, the child’s heart is ennobled and his mind is improved.

Frequent reading of literary texts, its skillful combination with life observations and various types of children's activities contribute to the child’s comprehension of the world around him and lay the foundations of morality.

The perception of art is for a child a unique form of cognition of objective reality. The child, as it were, enters into the events of a work of art, becomes, as it were, a participant in them.

When reading a book, a child sees in front of him a certain picture, a specific situation, an image, experiences the events described, and the stronger his experiences, the richer his feelings and ideas about reality. The rule of morality acquires living content in a work of art.

Classes in fiction begin in the junior group and continue in the middle, senior and preparatory groups. Growing up, kids learn not only to learn poems and solve riddles, but also to retell fairy tales. It is very difficult for a small child to highlight the most important thing in a fairy tale (characters and their actions), so teachers help children using special means - circles and squares of different colors and sizes, which act as substitutes for real characters. By the end of classes in preparatory group The children can already tell a fairy tale without relying on visual aids.

In the older group, children continue to develop an interest and love for fiction. The tasks that a teacher must solve when introducing a child of the sixth year of life to works of various genres become significantly more complicated. Children are taught the ability to notice certain means of expression. They learn to determine and motivate their attitude towards the characters of the work. Form moral evaluation criteria.

The main value of this age is high emotional responsiveness to the literary word, the ability to empathize, follow the development of the plot with excitement, and wait for a happy ending, which is why we are talking about the possibility and necessity of developing literary taste from an early preschool age. The most important task of an adult becomes the selection of such works of art that truly contribute to the formation of moral qualities.

The tasks of the kindergarten in introducing children to fiction are built taking into account the age-related characteristics of aesthetic perception discussed above. Educators should expose children in every age group to a wide variety of children's fiction. Ensuring that the child masters the content of the works and understands them correctly is an important task.

The educational tasks that the teacher solves both in and outside the classroom depend on the content of a work of art. Some fairy tales and stories recommended for reading by the “Program of Education and Training in Kindergarten” are large in volume, so it is important to convey to children the main idea of ​​the work. Questions should be specific, concise, focusing children's attention on the main thing. For example, when instilling in children a love for animals, the teacher reads A. Tolstoy’s story “Zheltukhin.” To evoke compassion for the little starling who accidentally fell out of the nest, the teacher asks the question: “What was Zheltukhin like? Tell us about him." It is important that the children’s answers reflect the little starling’s helplessness and fear of the world around him. If the children do not reveal the image of Zheltukhin emotionally and fully enough, the teacher helps: “You correctly said that Zheltukhin is a starling, that he fell from the nest and was afraid of everything. Listen to how A. Tolstoy describes the starling: “He looked with horror at Nikita as he approached”; “The whole Zheltukhin got ruffed up and tucked his legs under his stomach”; “He... huddled in a corner, on dandelion leaves pressed to the ground”; “His heart was beating desperately.” Why was he afraid of everything? That's right, because he was small and needed protection. Who helped him? .

The thematic distribution of works for reading to children in class and outside of class will allow the teacher to carry out work on educating children’s feelings in a targeted and comprehensive manner. In this case, it is necessary to use repeated reading, which deepens the feelings and ideas of children. It is not at all necessary to read a lot of works of fiction to children, but it is important that they are all highly artistic and deep in thought.

Certain difficulties for teachers are caused not only by the selection of works of art, but also by conducting an ethical conversation about what they have read. According to some, such a conversation is not necessary, because a work of art in itself educates. However, the practice of working with children shows that such conversations are necessary.

The moral education of preschool children through literature is associated with solving the problems facing the educator - instilling politeness, kindness, and developing skills of correct behavior. The solution to any of these problems can be considered in two ways: nurturing missing qualities in children and consolidating existing ones. Literature is selected accordingly. To cultivate missing qualities, M. M. Konina recommended the technique of “condensed reading” of literary works on a specific topic for a short period of time. Reading is accompanied by conversations. Children will listen, remember, talk about what they read, and sometimes act in accordance with the actions of literary characters. The child independently proceeds to good deeds. At first he needs confirmation whether he did the right thing, and later doing good deeds gives him pleasure even without approval. Such impulses of children must be supported and taken seriously and with understanding.

A work of art certainly contributes to the development of children's feelings and ideas. But unlike an adult reader who has extensive life experience, a child cannot always see the main thing in the content of a book or give it a correct assessment - the book reveals a lot of unknowns to him, and it is difficult for him to figure everything out on his own.

The child’s feelings need to be strengthened and developed. To do this, the teacher selects works of art that are similar in content, for example, the story by V. Oseeva “Why?” and N. Nosov’s story “Karasik”, similar in content. Both stories describe the boys’ emotional experiences related to the fact that, through their fault, in one case the dog, in the other the kitten must suffer undeserved punishment, and with the fact that they deceived their mothers. During the lesson, it is advisable to talk about two works at once, forming in children a comparative assessment of the images and actions of the characters. Gradually, the child will learn to compare not only the actions of literary heroes, but also his own, as well as the actions of his peers.

Children perceive what they read keenly. Their sense of empathy with the characters in their works is stronger than that of adults. The great Russian teacher K.D. Ushinsky wrote: “Reading doesn’t mean anything, what to read and how to understand what you read is the main thing.”

Children's favorite books are those that touch them emotionally. It is necessary that a good book meets a reader who knows how to think about the content and deeply understand the thoughts of the author. “Literature needs talented readers as well as talented writers,” said Samuel Marshak.

Children's reading is a pedagogically guided process of introducing children to literature, the purpose of which is to cultivate a love for books, the ability to correctly and deeply understand what they read, which ultimately leads to the development of the child's general culture.

Reading wonderful children's works will bring joy to children and teach them to respect people, value friendship, loyalty, devotion, forgive, believe in the best, and discover the beauty around them. It is necessary to cultivate a love for books and introduce a person to reading from early childhood.

Thus, fiction plays an important role in the formation of the moral education of preschool children. The moral education of preschool children through literature is associated with solving the problems facing the educator - instilling politeness, kindness, and developing skills of correct behavior.

Chapter 1 Conclusion

In the process of theoretical research, the concepts and meaning of moral behavior of preschool children were studied.

The main core in the overall system comprehensive development personality is moral education. Moral education is a purposeful and systematic influence on the consciousness, feelings and behavior of pupils with the aim of developing in them moral qualities that meet the requirements of public morality.

Scientists consider preschool age to be the most important initial stage in the development of morality as a characteristic of a person’s personality. Moral education is a process aimed at the formation and development of a child’s holistic personality.

The criteria for the formation of moral education are:

moral feelings (conscience, duty, faith, responsibility), moral character (patience, mercy), moral position (the ability to distinguish between good and evil, the manifestation of selfless love, readiness to overcome life's trials); moral behavior.

Fiction plays an important role in the moral education of preschool children. Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children; it has a huge impact on the development and enrichment of children's speech.

Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. The artistic word affects not only the consciousness, but also the feelings and actions of the child. The importance of fiction for the development of humanity and humane qualities of the individual is great.

The moral education of preschool children through literature is associated with solving the problems facing the educator - instilling politeness, kindness, and developing skills of correct behavior.

CHAPTER 2. MORAL EDUCATION OF SENIOR PRESCHOOL CHILDREN THROUGH FICTION LITERATURE IN PRECEDURE CONDITIONS

2.1 Analysis of moral educationolder preschoolersin preschool conditions

A practical study of the peculiarities of the influence of fiction on the moral education of older preschoolers was carried out in the senior preschool educational institution group No. 74 Volgograd.

As a method for diagnosing the moral education of older preschoolers, a conversation was used based on the work they had read in order to assess the personality traits of the characters (according to the “Childhood” program).

Purpose of diagnosis:

Identification of moral feelings (conscience, duty, faith, responsibility), moral character (patience, mercy,),

Identification of a moral position (the ability to distinguish between good and evil, the manifestation of selfless love, readiness to overcome life's challenges);

Identifying moral behavior.

Tasks were used after reading N. Nosov’s story “On the Hill” (Appendix 1). After reading the story to the children, we offered an illustration and asked the following questions:

1) Tell me what this story is about?

2) How did the guys work in this story? (we were building a slide)

3) What was Kotka Chizhov doing at that time? (watched the children from the window)

4) What did Kotka do when the guys left? (went out into the yard, wanted to ride the slide, but slipped and sprinkled sand on the slide).

5) How did the guys react when they saw that the slide was covered with sand?

6) Do you think Kotka did well?

7) Did Kotka help the guys fix the slide?

8) Did Kotka like working?

9) What do you think N. Nosov wanted to tell us in his story?

High level. The child shows a desire for constant communication with books and experiences obvious pleasure when listening to literary works. Able to establish the most significant connections in a work and penetrate its emotional subtext. He truly understands the motives of the characters’ actions, sees their experiences, thoughts, and feelings. Shows attention to the language of a literary work.

Average level. The child is able to establish the most significant connections in texts with dynamic content, but experiences difficulties when listening to more complex types of works (an educational book, a lyric poem, a fable, etc.). Pays attention to the actions and deeds of the characters, but ignores their inner experiences.

Low level. The child responds positively to the teacher’s offer to listen to reading or storytelling, but does not feel any urge to communicate with a book. The emotional response to what you read is weakly expressed. The child is passive when discussing books and other types of artistic activities.

We present the analysis of the diagnosis of moral education in the form of a table (Table 1).

Table 1

Diagnostics of moral education of older preschoolers

So, during the study, the following groups of children were identified:

WITH high level development of moral education (30%). Children of this group are distinguished by an interest in fiction, they reacted emotionally to the work they listened to, took part in the discussion of what they heard, were able to explain the actions of the characters, and give them characteristics;

With an average level of development of moral education (50%). Children in this group showed an interest in fiction, but in most cases children paid attention to the actions and actions of the heroes, but were unable to characterize them fully enough;

With a low level of development of moral education (20%). These children have a weak emotional response to what they read. Children are passive when discussing the book; they were unable to name and characterize the main characters and their actions.

It was noticed that the means of fiction are not used enough to develop the moral qualities of preschoolers. Introducing children to fiction is limited to reading and listening to fairy tales, short stories, and learning poems.

All this led to further work on the formation of social and moral behavior in preschool children.

2.2 Methodikamoral education of older preschoolers throughuse of fiction

The main methods of moral education of preschoolers when familiarizing themselves with fiction were the following:

Reading by the teacher from a book or by heart (literal transmission of the text while preserving the author’s language);

Narration by the teacher (relatively free transmission of the text - rearrangement of words, replacement of them, interpretation is possible);

Conversation on the listened work;

Retelling;

Staging (method of secondary acquaintance with a work of art);

Learning by heart.

In our work we used the following types of classes:

1. Reading or telling one work. So, for example, in the older group this is reading N. Nosov’s stories “The Living Hat”, “On the Hill”, chapters from A. Milne’s book “Winnie the Pooh and Everything - Everything - Everything”.

2. Reading several works united by a common theme or unity of images. These classes combine new and already familiar material. When reading the Norwegian folk tale “Pie,” children remember that it is similar to the Russian folk tale “Kolobok.” Find similarities and differences in the plots, ideas, and characters of fairy tale heroes.

Getting acquainted with S. Mikhalkov’s fable “Error”, one remembers the fables of I.A. Krylov “Crow and Fox”, “Swan, Pike and Cancer”. They comprehend the content of fables, the figurative structure of the language, and clarify ideas about the genre features of fables.

3. Combining works belonging to different types of art.

a) Reading a literary work and looking at reproductions of paintings by a famous painter. For example, while memorizing I. Maznin’s poem “Autumn,” children compare it with reproductions of I. Levitan’s paintings “Autumn” and “ Golden autumn" They express their impressions in figurative words, begin to understand and reproduce the figurative language of the poem. While reading S. Ivanov’s story “What Snow Can Be Like,” they become acquainted with a reproduction of I. Shishkin’s painting “In the Wild North.” At the same time, children develop an aesthetic perception of pictures of nature and artistic poetic texts.

b) Reading combined with music. Repeating poems about autumn by S. Kogan “Leaves”, listening to G. Skrebitsky’s story “Autumn”, children listen to the play by P.I. Tchaikovsky "October. Autumn song"from the album "Seasons". And making up descriptive story based on the landscape painting “Rime” by I. Shishkin, get acquainted with the play “Winter” by A. Vivaldi from the album “Seasons”.

4. Reading and storytelling using visual material. So, reading the Russian folk tale “Khovroshechka”, the fairy tale by S.Ya. Marshak "12 months" can be used as a table theater. And telling the fairy tale “The Frog Princess” - puppet show.

We introduced older preschoolers to the stories of L.N., Tolstoy, N. Nosov, V. Dragunsky, E. Uspensky, E. Charushin, V. Oseeva, V. Suteev, as well as Russian folk tales.

Let's look at the techniques that were most effective in conversations. Conventionally, they can be divided into techniques that help to better understand the content of the work, and techniques that contribute to a more complete penetration into the figurative structure and language.

Techniques of the first group:

1. Questions. They should be varied but have their own focus. Some questions help children more accurately characterize the heroes of a fairy tale. Having proposed a question, the teacher can remind them of the corresponding episode, pay attention to a single word, phrase, or action of a character.

What kind of fox is in the fairy tale “Sister Fox and the Gray Wolf”? - asks the teacher.

Cunning, smart, cruel, say the children.

And that's all? - the teacher is surprised and reads out an excerpt that tells how a red-haired cheat, smearing her head with dough, fools a simpleton wolf. Children come to the conclusion that the fox is also resourceful, enterprising, thinks about her actions in advance, and is a real actress.

Other questions should help children feel the main idea of ​​the work. So, the teacher, having found out from the students whether they liked the fairy tale and what they especially liked, with a questioning intonation quotes a phrase from the text, which contains the moral of the fairy tale: “So what happens when “one nods at the other, does not want to do his job”? » (fairy tale “Winged, shaggy and oily”). Children say that things can get bad. The teacher offers to tell what happened to each of the characters. Then he asks: “When does this happen?” - ensuring that the children repeat the saying that is contained at the end of the fairy tale.

In order for children to better understand the features of this genre, you can ask them questions of the following type: “Why is this work called a fairy tale?”; “What features does it have that are typical of fairy tales?” and so on.

2. Examination of illustrations and the accumulation in preschoolers of ideas about how artists’ drawings help to understand the work.

Demonstration of drawings (application panels). For example, a teacher shows a drawing of an apple tree and asks: “Do you think this is a magic apple tree?” (lesson based on the fairy tale “Khavroshechka”). The children give a negative answer, citing the fact that this tree does not have silver branches with golden leaves and plump apples. The teacher reads out the corresponding description from the text to confirm their words. Then he invites the children to close their eyes and imagine an extraordinary tree, while he himself replaces the first drawing with another - with a magic apple tree.

With the help of this technique, preschoolers are taught to listen attentively and remember the description of the hero’s appearance and his costume even when reading a fairy tale for the first time.

3. Verbal sketches. Children are invited to imagine themselves as illustrators, think and tell what pictures they would like to draw for a fairy tale. Listening to the children's statements, the teacher asks questions that help the child clarify this or that detail for himself (“How is your Alyonushka dressed? What kind of eyes does the witch have? If she is so scary, how did Alyonushka not guess that there was a witch in front of her?” etc. .).

In their free time from classes, preschoolers are asked to draw their intended pictures. The teacher gives them sheets of paper of the same size. From finished works he selects the best ones, makes inscriptions for them, makes the cover and binding. A homemade book is placed in the library of the teaching room. Next year they will definitely show it to the children of the next senior group and tell how it was made.

Techniques of the second group:

1. Repeated reading of passages from the text at the request of children. With such reading, the child more fully perceives the artistic merits of the works, notices comparisons, epithets and other means of expression.

2. At the request of the teacher, children remember and talk about the funniest episode, the saddest, the most terrible; retell descriptions of nature, the actions of the hero that they especially remember.

3. The teacher reminds you of one of the episodes and asks you to tell us more about it. Reads out the corresponding passage, while the children complete individual words. You can invite them to hold a competition: “Whose story will be more interesting (more details)?”

4. Dramatization of passages that are most interesting in terms of enriching and activating vocabulary. For example, the dialogue between the hare and the crow's aunt - the fairy tale "The Boasting Hare"; excerpt from the fairy tale “Winged, shaggy and buttery” - with the words “they sit down at the table - they won’t boast enough”, etc.

Based on the use of plots from various works of art, we tried to teach children to objectively and reasonably evaluate the actions of literary characters. This experience forms the basis for the ability to evaluate the actions of peers and one’s own actions. Any rules of behavior are usually associated with a specific situation, when children have to evaluate heroes and name certain other qualities: good-evil, honest-lying, fair-unjust, etc.

For example, in a conversation about the content of Leo Tolstoy’s story “The Old Grandfather and Granddaughters,” we asked the children the following questions:

Why wasn’t grandfather seated at the table?

What did the daughter-in-law do when grandpa broke the cup of food?

Why did Misha make a tub?

Why did Misha's parents cry?

How did they begin to treat their grandfather after that?

Do you think there is anything to be learned from this story?

Why did Lev Nikolaevich tell us this story?

What proverb fits this story?

(As it comes back, so will it respond.)

Are there any old people in your family?

How do you feel about them?

Field of reading the story by L.N. Tolstoy’s “Kostochka” we asked the children the following questions:

What did the mother buy for the children?

When did mom want to give plums to her children?

What did Vanya do when no one was in the room?

How long did Vanya prepare to eat the plum? Why?

When the father asked if any of the children had eaten plums, what did Vanya answer?

Why didn't Vanya tell the truth?

Why did Vanya cry?

The important conclusion that the children make when answering the last question is why Vanya cried: “He felt ashamed that he had told a lie.”

To summarize the conversation, we asked the children to answer the following questions:

What bad did Vanya do?

Why did L. Tolstoy call the story “The Pit” and not “The Plum”?

Thus, by continuing to teach children to evaluate the actions and behavior of literary heroes, children develop such qualities as: the formation of responsiveness, the desire to help others, the desire to selflessly sacrifice personal desires.

When getting acquainted with the story “A Quarrel with Grandmother” by L. Voronkova, we invited children to think about how they sometimes upset adults with their bad behavior; induce a desire to always act in such a way as not to upset loved ones.

On the eve of class, the first part of the story was read to the children (before the words “Then grandma brought a tray of flour from the closet...”). They asked me to think about what the continuation of the story should be if it was called “A Quarrel with Grandma.”

At the beginning of the lesson, we reminded the children of the content of the first part of the story and gave them the opportunity to make assumptions about how the quarrel ended. They asked: “Do you think grandma was worried about the long absence of her little granddaughter, your age? Have you been looking for her? They confirmed their answers with a quote from the text: “I’m running here, searching, screaming. I’m wondering if she drowned in a pond, or if she got lost somewhere!” They clarified: “Is it good to make an elderly person worry so much?”

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“Spiritual and moral education of preschool children through reading fiction”

“If from childhood a child has not been instilled with a love for books, if reading has not become his spiritual need for the rest of his life, then in his adolescence the soul of a teenager will be empty, and something bad will creep into the light of God, as if something bad had come from nowhere.”

V.A. Sukhomlinsky

The spiritual and moral education of the younger generation is a direction that life itself has currently put forward as a priority in the education system. We have lived to see a time when the area of ​​what is permissible, what is morally permissible, by the standards of common sense, has sharply narrowed. What was recently absolutely unthinkable has become the absolute norm in the modern world. Material values ​​dominate over spiritual ones, so children have distorted ideas about goodness, mercy, generosity, justice, citizenship and patriotism. For a long time in domestic pedagogy, education has been closely associated with the development of the spiritual and moral sphere of consciousness of a person who is thinking, virtuous, merciful, conscientious, who believes in the possibility of improving the world and people, honest, hardworking, modest, respectful, and therefore responsible.

Preschool age is characterized by great opportunities for the moral education of children. It is during this period that the child is introduced to culture, to universal human values, and such spiritual principles as love for family and friends, a sense of duty, conscientiousness and justice are formed.

The relevance of the concept of spiritual and moral education and personal development of a Russian citizen, the modern national educational ideal (A.Ya. Danilyuk, A.M. Kandakov, V.A. Tishkov) is a highly moral, creative, competent citizen who accepts the fate of the fatherland as his own, aware of responsibility for the present and future of his country, rooted in spiritual and cultural traditions.

Through the educational field of artistic and aesthetic development, it is possible to introduce children to a list of works, aimed at preliminary work on the moral development of the child’s personality.

Spiritual and moral education is the formation of a value-based attitude to life that ensures sustainable, harmonious development of a person, including the cultivation of a sense of duty, justice, responsibility and other qualities that can give high meaning to a person’s deeds and thoughts. The educational program of a preschool organization, as recommended by the Federal State Educational Standard, corresponds to the principle of developmental education, the goal of which is the development of the child, and also combines the principles of scientific validity and practical applicability. Therefore, spiritual and moral education is one of the most pressing and complex problems that must be solved today by everyone who is involved with children. What we put into the child’s soul now will manifest itself later and become his and our life.

The spiritual world of a child can be enriched if he cultivates this wealth through feelings of empathy, joy, pride, and through cognitive interest. Spiritual and moral education is a very pressing and complex problem of the present time. It is difficult to imagine preschool childhood without books. Accompanying a person from the very first years of his life, fiction has a great influence on the development and enrichment of a child’s speech: it fosters imagination and provides excellent examples of the Russian literary language. Listening to a familiar fairy tale or poem, the child experiences and worries along with the characters. This is how he learns to understand literary works and through this is formed as a person. Folk tales reveal to children the accuracy and expressiveness of language; in stories, children learn conciseness and precision of words; the poems capture the melodiousness, musicality and rhythm of Russian speech. In proverbs and sayings, various life moments are briefly and very accurately assessed, positive qualities are praised, and human shortcomings are ridiculed. They contain a whole set of recommendations that express the people’s idea of ​​a person, the process of personality formation, and spiritual and moral education in general. However, a literary work is fully perceived only if the child is appropriately prepared for it. Therefore, it is necessary to draw children’s attention to both the content of a literary work and its means of expression. Do not forget that interest in reading can be instilled only if the literature corresponds to the interests of the child, his worldview, needs, and spiritual motivations. In younger groups, familiarization with fiction is carried out with the help of literary works of different genres. At this age, children are taught to listen to poetry, fairy tales, and stories. Children are also taught to follow the development of action in a fairy tale and sympathize with the positive characters. Children are also attracted to works of the poetic genre, which are characterized by rhythm, clear rhyme, and musicality. Children begin to memorize the text upon repeated reading (or repeated repetition), develop a sense of rhyme and rhythm, and internalize the meaning of the poem. At the same time, the child’s speech is enriched with the most memorable words and sentences. In early preschool age, it is recommended to read the following works of fiction: Fairy tales: “Kids and the Wolf”, “Turnip”, “Teremok”, “Kolobok”, “Masha and the Bear”, “Cat, Fox and Rooster”, “Snow Maiden and Fox”, “Geese are swans”, “Fear has big eyes”, Ukrainian fairy tale “Rukavichka”, Italian fairy tale “Lazy Brucholina”. Poems: A. Prokofiev “Feed the birds in winter”, S. Cherny “The Preacher”, S. Marshak “Children in a Cage”.

A fairy tale enters a child’s life from the very beginning. early age, accompanies him throughout preschool childhood and remains with him throughout his life. His acquaintance with the world begins with a fairy tale. literature, with the world of human relationships and the entire surrounding world. A fairy tale is one of the most accessible means for spiritually– the moral development of the child, which has been used by both teachers and parents at all times. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only knows and expresses his own attitude towards good and evil. The fairy tale presents children with a poetic and multifaceted image of its heroes, while leaving room for imagination.

Spiritually– moral concepts are clearly represented in the images of heroes, are reinforced in real life and relationships with loved ones, turning into moral standards that regulate desires and actions. A fairy tale is, in a way, the poetry of life and the fantasy of the future, a fertile and irreplaceable source nurturing love for the Motherland. This spiritual the wealth of folk culture, which a child learns with his heart motherland and the people.

Relevance

Currently, we are increasingly seeing examples of children's cruelty and aggressiveness towards each other, towards loved ones. Under the influence of far from moral cartoons, children have distorted ideas about spiritual and moral qualities: about kindness, mercy, justice. From birth, a child is aimed at an ideal, therefore, from a very young age it is necessary to show moral and spiritual the essence of every action. It is advisable to form such moral categories as good and evil, good and bad, both by example and also with the help reading fiction.

Target: Develop and bring up in the soul of every child spirituality. Shape spiritually- moral ideas and upbringing moral qualities of the individual (mercy, compassion, respect and obedience). Forming the habit of consulting your conscience in different life situations.

To achieve the goal, I have determined the following tasks:

1. Help children learn spiritually- moral values, to form moral qualities in the process of establishing positive interpersonal relationships.

2. Develop children’s ability to distinguish good from evil, good from bad, and the ability to make the right choice.

3. Contribute education obedience to parents based on love and respect for loved ones.

4. Promote development aesthetic taste, the ability to see, appreciate and cherish beauty.

5. Develop the ability to think, compare, analyze actions literary heroes, learn to evaluate your behavior.

Educational possibilities of Russian folk tales

in the moral development of children.

Children are the pride of their parents. Everything about them is sweet and dear to them. But they didn’t always think about the fact that the attractiveness of a child is not only in the beauty of his appearance, the main thing is in something else - how does a growing child behave? How do you behave in public? What are his manners - facial expressions, gestures, movements, posture? It happens that even well-educated people do not always look well-mannered, because... have not developed elementary norms of a culture of behavior, therefore the issues of moral education of children arise with the greatest urgency precisely in our days. Becoming a harmonious person, being able to behave with dignity in any environment is the right and responsibility of every person. The rules of good manners must be introduced to children from an early age and continued throughout childhood. Based on the skills of cultural behavior previously acquired by children (in the form of manifestations of politeness, attention and sympathy for peers and adults, basic skills in providing assistance, friendly forms of communication, etc.), it is necessary to teach them to understand the meaning and significance of certain rules of ethical behavior of a person , and disclose them in an accessible form. This is implemented in special classes in preschool age.

The pedagogical importance of the fairy tale genre can hardly be overestimated: it introduces children to the world around them, moral standards, the laws of life and teaches them to live according to these laws. Thanks to artistic images and a special fairy-tale language, children develop a sense of beauty. A fairy tale is one of the most accessible means for the spiritual and moral development of a child, which has been used by both teachers and parents at all times. Fairy tales influence the spiritual and moral development of a child, the child learns about good and evil, and humane feelings and social emotions are formed. The material for folk tales has always been the life of the people, their struggle for happiness, their beliefs and customs. It is advisable to form such moral categories as good and evil, good and bad, possible and impossible, by your own example, as well as with the help of folk tales, including those about animals. These tales will help the teacher show: how friendship helps defeat evil ["Winter House"]; how the good and peace-loving win ["The Wolf and the Seven Little Goats"]; that evil is punishable ["The Cat, the Rooster and the Fox", "Zayushkin's Hut"].

The fairy tale does not give direct instructions to children [such as “Listen to your parents,” “Respect your elders,” “Don’t leave home without permission”], but its content always contains a lesson that they gradually perceive, repeatedly returning to the text of the fairy tale.

For example, the fairy tale “Turnip” teaches younger preschoolers to be friendly and hardworking; the fairy tale “Masha and the Bear” warns: you can’t go into the forest alone - you can get into trouble, and if this happens, don’t despair, try to find a way out of a difficult situation; fairy tales "Teremok" and "Winter Lodge of Animals" teach to be friends. The order to obey parents and elders is heard in the fairy tales “Geese-Swans”, “Sister Alyonushka and Brother Ivanushka”, “Snow Maiden”, “Tereshechka”. Fear and cowardice are ridiculed in the fairy tale “Fear Has Big Eyes”; cunning is ridiculed in the fairy tales “The Fox and the Crane”, “The Fox and the Black Grouse”, “Sister Fox and the Gray Wolf”, etc. Hard work in folk tales is always rewarded ["Khavroshechka", "Moroz Ivanovich", "The Frog Princess"], wisdom is praised ["The Man and the Bear", "How a Man Divided Geese", "The Fox and the Goat"], caring for loved ones is encouraged ["Bean Seed"]

Children are interested in listening to fairy tales. They empathize with the positive characters, tell them what they should and shouldn’t do, who to ask for advice, and whose advice they shouldn’t listen to. Even older children believe in fairy tales, which means through it is easier to train and bring up. Thus the fairy tale will always play huge educational role. Why is a fairy tale so effective when working with children, especially in preschool age? Because in preschool age perception fairy tales become a specific activity of the child, which allows him to freely dream and fantasize. Perceiving a fairy tale, the child, on the one hand, compares himself with a fairy-tale hero, and this allows him to feel and understand that he is not the only one who has such problems and experiences. On the other hand, through fairy-tale images, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen, and positive support for his capabilities and self-confidence. At the same time, the child identifies himself with a positive hero.

Solving problems of moral and spiritual education requires searching for the most effective ways or rethinking already known ones. An effective remedy in education moral qualities of the individual preschoolers is a fairy tale. Spiritual and moralupbringing– is the formation of a valuable attitude towards life, ensuring sustainable, harmonious development of a person, including fostering a sense of duty, justice, responsibility. Any society is interested in preserving and transferring accumulated experience. Maintaining this experience largely depends on the education system and education.

Problems spiritual and moral education of preschool children were always the center of attention. Such outstanding teachers as V. A Sukhomlinsky, N. S Karpinskaya, L. N Strelkova and others searched for the most effective ways and means of implementing spirituallymoral education in preschool educational institutions. In my opinion, one of the means of creating positive spiritual and moral ideas of children, establishing closer contacts between adults and children in the family and in kindergarten is a fairy tale. Period preschool childhood is most favorable for spiritual and moral education of a child, after all, a person carries the impressions of childhood throughout life.

The formation of moral concepts is a very complex and Long procces. It requires the constant efforts of the teacher, systematic and systematic work to form the feelings and consciousness of children.

Familiarization methods preschoolers with a fairy tale.

The most common method of introducing a fairy tale is teacher reading, i.e. verbatim transmission of the text. I tell the children by heart fairy tales that are small in volume, because this achieves the best contact with the children. I read most of my works from books. Careful handling of the book at the moment reading is an example for children.

The next method is storytelling, i.e. more free transmission of text.

When telling, shortening the text, rearranging words, including explanations, and so on are allowed. The main thing in a storyteller’s presentation is to tell the story expressively so that the children listen. To consolidate knowledge, methods such as didactic games based on familiar fairy tales, literary quizzes. Examples of didactic games include the games “Guess my fairy tale”, “One starts - the other continues”, “Where am I from? ” (description of heroes) and others.

Formation techniques perception of a fairy tale.

Expressiveness reading. The main thing is to read it expressively so that the children listen. Expressiveness is achieved by a variety of intonations, facial expressions, sometimes a gesture, a hint of movement. All these techniques are aimed at ensuring that children imagine a living image.

The next move is repetition. reading. It is advisable to repeat a short fairy tale that aroused the interest of children. From the big fairy tale, you can read the most significant and vivid passages again. Repeated reading and storytelling can be combined with drawing and modeling. Artistic the word helps the child create visual images, which the children then recreate.

One of the techniques that contributes to better assimilation of the text is selective reading(excerpts, songs, endings).You can ask a number of questions (What fairy tale is this excerpt from? From a story or fairy tale is this excerpt? How did this fairy tale end? If after the first reading the fairy tale is already understood by children, teacher can use a number of additional techniques that will enhance the emotional impact - showing toys, illustrations, pictures, elements of dramatization, movements of fingers and hands.

Dramatization is one of the forms of active perception of a fairy tale. In it, the child plays the role of a fairy-tale character. Involving children in dramatization. Dramatization promotes education such character traits as courage, self-confidence, independence, artistry.

You can use verbal techniques. Children often do not understand some words or expressions. In such cases, it is necessary to give them the opportunity to understand a new word and construct phrases by comprehending the situation. As a rule, you should not interrupt reading explanation of individual words and expressions, since this violates perception of the work. This can be done before reading. A widely used technique that enhances the impact of a text and promotes better understanding is looking at the illustrations in a book. The illustrations are shown to children in the sequence in which they are placed in the fairy tale, but after reading. The next technique is a conversation based on a fairy tale. This is a complex technique, often including a number of simple techniques - verbal and visual. The introductory (preliminary) conversation before reading and short(final) conversation after reading. During the final conversation, it is important to focus children’s attention on the moral qualities of the heroes and the motives of their actions. Conversations should be dominated by questions the answer to which would require motivation for assessments.

Stages of working with a fairy tale.

Introducing children to Russian folk tales - reading, storytelling, conversations about the content, looking at illustrations - with the aim of developing an emotional attitude towards the actions and characters of the fairy tale.

Emotional perception fairy tales for children - children’s retelling of the content of a fairy tale, table theater, outdoor games with fairy tale characters - in order to consolidate the content of fairy tales. These forms of working on a fairy tale allow you to find out how children understood the essence of the fairy tale.

Artistic activities - attitude towards the hero of a fairy tale in modeling, drawing, appliqué, design - allow children to express their attitude towards the heroes of a fairy tale, embody their experiences, develop skills of empathy, sympathy for the fate and actions of the heroes of a fairy tale.

Preparation for independent activities - acting out scenes from fairy tales, theatrical games, dramatization of fairy tales, creative play using characters, plots from fairy tales - the method of turning children into heroes of fairy tales contributes not only to the development of sympathy, but also to understanding the moral lessons of fairy tales, the ability to evaluate actions not only fairy tale heroes, but also the people around them.

The educational process can be realize:

1. During the course directly educational activities;

2. During regime moments;

3. In the process of joint activity between the teacher and the children;

4. When organizing independent children's activities.

The self-education program is implemented in two ways: directions:

Study of innovative methods and technologies

"Fairytale therapy as innovative technology spiritual and moraleducation».

Study topic: “Fairy tale as a means spiritually– moral development of the child’s personality.”

Selection of didactic games. Compilation long-term plan. Preparing material for work.

Consultations for parents: theme “Fairy tale as a means spiritual and moral education of preschool children».

Cooperative activity With children: Reading and retelling for children fairy tales: "Goby, tar barrel". Didactic a game: "Guess the Fairy Tale". Creating a card index of fairy tales for working with children. Use quotes from fairy tales in special moments.

Consultations for parents: subject

Joint activities with children: Reading Russian folk tales. Didactic a game: “Guess which fairy tale the excerpt was read from?”. Board and printed games based on fairy tales (cut pictures, lotto).

Consultations for parents: subject

Joint activities with children: Reading fairy tales to children: "Three Bears". Day mothers: organizing a competition for mothers “I love my mother very much”. Listening to an audio recording of a fairy tale.

Consultations for parents: topic “The role of fairy tales in moral raising preschool children»

Joint activities with children: Reading Russian folk tales, fairy tale retelling "Kolobok". Didactic a game: “What fairy tale is the hero from?”.

Consultations for parents: subject .

Joint activities with children: Reading fairy tales at the request of children. Repairing books and replenishing the group’s library with new colorful books with Russian folk tales and CDs. Exhibition of works (children and parents) "Winter Tales".

Consultations for parents: subject: "Peculiarities reading fairy tales aboutanimals» .

Joint activities with children: Reading fairy tales of Russian writers Telling fairy tales from a new ending: "The wolf and the seven Young goats",k to (holiday February 23).

Parent meeting : topic “How and why to read fairy tales to children” presentation "In the land of fairy tales"

Joint activities with children: Reading Russian folk tales. For the holiday of March 8, showing a fairy tale “Kolobok in a new way”- the fairy tale was remade together with the children.

Consultations for parents on the benefits of homemade reading.

Joint activities with children: Reading fairy tales of the peoples of the world. Hosting an event "Journey through the Russians" folk tales» . Listening to audio fairy tales.

Consultation for parents: « Nurturing hard work, obedience and responsibility through a fairy tale».

Joint activities with children: Reading Russian folk tales. Theater activities with children (puppet show) staging a fairy tale "Teremok".

Consultation for parents "The role of fairy tales in the development of children".

Joint activities with children: Reading fictionliterature. Looking at illustrations. Didactic game "Collect a fairy tale"

Consultation for parents: “Fairy tales will help cope with children’s disobedience”.

Joint activities with children: Reading stories aboutnature. Literary quiz"Dreamland".

Work in the corner for parents. Place a section of advice and suggestions on how to organize reading child at home. Themes: "Your child's personal library", “How and when to tell stories”, "Books and Theater".

Joint activities with children: Reading and discussion of the fairy tale we read modern writers. Word creation.

Joint activities with children: Conversation on the topic “Good and evil in fairy tales and in our lives”. Excursion to the library.

Consultation for parents: "Read me a story". Individual conversation with the child's parents topic: “How to make a child friends with a book”

Joint activities with children: Reading fairy tales A. S. Pushkin. Set up a mummering corner.

Joint activities of parents and children: Theatricalization of fairy tales as a means spiritual and moral education of children. Staging a fairy tale together with parents "The wolf and the seven Young goats".

Purchase coloring books based on folk tales for the group. Teach children to act out familiar fairy tales. Add material to the theater corner, making masks together with children.

Thus, fiction allows you to broaden your horizons and enrich the life and moral experience of children. Literary works involve children in thinking about the actions and behavior of the characters, the events taking place, encourage them to evaluate them and enrich the emotional sphere. Moral beliefs, views, habits are closely related to the child’s feelings. The child’s inner world will come into harmony: he will develop the ability to manage his emotions and mood, overcome difficulties and fears, convey various emotional states through speech, establish friendly relationships, show sympathy, empathy and participation in the lives of loved ones and others. Books will help you enter the world of communication, find your place in a group of peers, make friends, and learn to be kind and sympathetic.

List literature:

1. Collection of scientific and methodological articles. Eagle 2015 Edited by O. V. Berezhnov.

2. Ilyin I.: « The spiritual world of a fairy tale» .

3. Zinkevich – Evstigneeva: "Workshop on fairy tale therapy".

4. E. I Ivanova: "Tell me a story". Literary tales forchildren. Enlightenment 2001

5. Lancheeva – Repeva: “Another kingdom of Russian fairy tales”.

Uleva E. A. “Fairy tale scenarios for interactive activities with children 2–6 years old”- Moscow "WACO", 2014 Malova V.V. “Lesson notes on spiritual and moral education of preschool children" Vlados, 2010.

Studying articles in magazines « Educator preschool educational institution», « Preschool education» , « Child in kindergarten", "Hoop".