A necessary condition for the comprehensive development of a child is the presence of a children's society in which the traits of a new person are formed: collectivism, camaraderie, mutual assistance, restraint, social behavior skills. By communicating with peers, the child will learn to work, study, and achieve their goals. A child is brought up in life situations that arise as a result of children’s communication. Preparing a child for life among adults begins with his ability to build his relationships with peers: first in kindergarten and at school, then in individual children and the corresponding manifestations - taking away, pushing, etc. When a child begins to realize that there are children like him next to him, that his desires have to be weighed against the desires of others, then a moral basis arises in him for mastering the necessary forms of communication.
In order to correctly judge the nature of the relationships that develop between children in a kindergarten group, “the teacher should constantly observe the children’s interactions in play and other forms.” joint activities. Observations allow him to judge the authority of a particular child, to identify organizers and inactive children, to understand on what basis children's associations are formed, what encourages children to be their participants. It is necessary to encourage the development of associations with a humane and equal nature of relations between children and, conversely, to show the unattractiveness of unequal relations.”
The establishment of friendly relationships is facilitated by children’s ability to communicate and talk kindly to each other. The example of adult communication has a decisive influence on children. It is necessary to use naturally occurring situations associated with the arrival of the head, nurse and their communication with the teacher and nanny. It is useful to draw children’s attention to how affably and kindly adults talk to each other, and to encourage them to communicate with each other in the same way.
It is important to discuss with children certain facts and cases that take place in their communication with peers in joint activities, encouraging them to express their attitude towards the actions of a particular child, to compare their actions and the actions of their peers. It is useful to talk about how to act towards each other and how to talk to each other when organizing any joint activity, for example, a game. It is necessary that children take into account the right of each child to participate in joint play, be able to approach peers in a friendly and friendly manner with a request to play together (“Please accept me,” “Can I play with you?”), and respond affably to a friend’s request to accept him into the game. It is necessary to teach children to be attentive to the suggestions of another child when performing joint activities, to be able to agree with the plan proposed by a peer.
If children do not know how to kindly and politely refuse to participate in a common activity or reject another child’s proposals, you should discuss with them the form of refusal, teach them how to express disagreement tactfully (“Let’s build a road first, and then a bridge. Agreed?”), and politely respond. to refusal (“Do you want to play store? Maybe we can play hospital?”)
It is useful to discuss with children whether they fairly distributed objects and materials for joint activities, and to praise those who took into account the interests and desires of other children. Teach children the ability to find out whether another is satisfied with the materials and toys received, using the following expressions: “Do you agree?”, “Satisfied?”, “Agreed?” Encourage children, when addressing a peer with similar questions, to look at him, call him by name, and listen carefully to the answer. It is important to show how unsightly a child looks who offends another and takes all the best for himself.
The teacher draws children's attention to the inadmissibility of rude, harsh addresses and responses that express disdain for the interests and desires of a peer.
In addition to talking with children, it is necessary to show them specific situations noticed by the teacher in their communication with each other, for example, while on duty, getting dressed for a walk, in games, in order to give children the opportunity to see themselves from the outside and learn patterns of friendly communication.
The teacher can use puppet theater, shadow theater and toy theater for this. The characters in the plays help children learn the rules of politeness necessary when communicating.
Today, there are various methods of instilling a culture of communication in children, which we will consider further.
Nurturing a culture of communication in children of senior preschool age is carried out in close connection with the formation of collectivism skills in children. In developing a child's desire to communicate, adults should encourage even the smallest attempts to play with each other.
It is useful to unite children around activities that make them rejoice, worry, feel a sense of satisfaction, and show goodwill. In an interesting, eventful life, children’s communication takes on special restraint. The teacher uses various techniques that help diversify children's daily lives. For example: greet them with a friendly smile in the morning, try to captivate them with an interesting toy. Today he holds a shaggy bear cub in his hands and greets the guys. The morning began cheerfully, and this mood continues throughout the day. Overwhelmed with impressions, children more than once return to talk about what surprised and excited them. Communication between them takes place in an atmosphere of friendliness and affability.
Kindergarten students have many reasons to communicate. A toy theater, a song sung on a walk, a bouquet collected one flower at a time, incentives to share impressions, make you reach out to your peers. The main communication - “child-to-child”, “child-to-children” - is of one’s own accord, because life in a society of peers puts the student in the conditions of sharing something together: working, playing, studying, consulting, helping - in a word, solving their own little affairs. The task of adults is to guide children's relationships so that these relationships contribute to the formation of collectivism skills. It is important to instill in a child an elementary culture of communication that helps him establish contacts with peers: the ability to negotiate without shouting or quarrel, to politely make requests; if necessary, then give in and wait; share toys, talk calmly, do not disturb the game with noisy intrusion. An older preschooler should be able to show friendliness and attention, politeness, caring, etc. Such forms of communication are easier for a child to assimilate if adults support and monitor how he behaves with playmates, loved ones and people around him. Children, under the guidance of an adult, gain experience in positive communication. The development of a culture of communication is greatly facilitated by the child’s participation in joint play activities. Since managing many games is necessary to activate the process of a child’s self-education, pedagogical approaches to organizing children’s games must include the choice of games, which primarily depends on what the child is like, what he needs, what educational tasks require resolution. If the game is a group game, you need to know well what the composition of the players is, their intellectual development, physical fitness, age characteristics, interests, levels of communication and compatibility, etc. The choice of game depends on the time of its implementation, natural and climatic conditions, length of time, daylight hours and month of its implementation, on the availability of game accessories, and depends on the specific situation in the children's team. In play, a substitution of motives is natural: children act in games out of a desire to have fun, and the result can be constructive. A game can act as a means of obtaining something, although the source of its activity is tasks voluntarily undertaken by an individual, playful creativity and the spirit of competition.
So, the formation of communication culture skills in children of senior preschool age has its own patterns associated with the age characteristics of children. Leading teachers identify the main methods of pedagogical influence, these are training, exercise, problem situations, role models, verbal methods: conversation, explanation; as well as the most characteristic teaching techniques.
The culture of communication among children of senior preschool age presupposes the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the state of other people. Already from the first years of life, a child must understand when it is possible to run and when it is necessary to slow down desires, because at a certain moment, in a certain environment, such behavior becomes unacceptable, i.e. act based on a sense of respect for others. It is respect for others, combined with simplicity and naturalness in the manner of speaking and expressing one’s feelings, that characterizes such an important quality of a child as sociability.
A culture of communication necessarily presupposes a culture of speech. Speech culture presupposes that an older preschooler has a sufficient vocabulary and the ability to speak concisely while maintaining a calm tone. It is equally important at the same time to teach the child to listen carefully to the interlocutor. Stand calmly during a conversation, look into the face of the speaker.
During educational activities organized by the teacher, the behavior, questions and answers of children are largely regulated by tasks, content of material and forms of organization of children. It is clear that their culture of communication in such processes is formed faster and easier, but it is no less important to cultivate a culture of communication in everyday life. In different types independent activity. On the other hand, mastering the culture of speech promotes active communication between children in joint games and significantly prevents conflicts. communication education preschool
Fostering a culture of behavior in preschoolers is a continuation and one of the aspects of the work to foster a humane attitude towards people, which manifests itself in collective relationships.
Behavior is a way of life and action formed on the basis of moral customs, traditions and habits.
Habit- this is an established way of behavior that has become normal and permanent for a person.
A child must master the rules of etiquette from childhood. Etiquette- this is the order of behavior established in society, which includes a set of behavioral rules that regulate the external manifestations of human relationships: in dealing with others, addresses and greetings, behavior in public places, manners and appearance of a person.
Concept "culture of behavior" preschool children can be defined as a set of stable forms of everyday behavior useful for society in everyday life, communication, and various types of activities. The culture of behavior is based on a deeply social moral feeling - respect for man, for the laws of human society.
In preschool pedagogy, two concepts are distinguished: “external culture” and “internal culture”. External culture- this is a culture of behavior associated with the implementation of certain rules of etiquette (manners, appearance). Internal culture is associated with moral ideas, feelings and concepts of children (respect for others, sensitivity, truthfulness, etc.). These two concepts are closely intertwined. If we demand outwardly familiar forms of behavior from children, then this will certainly affect their inner world, and vice versa, the child’s behavior in society is mediated by the ideas he has formed about the norms and rules of etiquette.
· culture of activity,
· culture of communication
· cultural and hygienic skills
Culture of activity manifests itself in the behavior of children in classes, in play, in work. To form a culture of activity in a child means to cultivate in him the ability to maintain in order the workplace where he works, studies, and plays; the habit of finishing what you start, taking care of toys, things, books. An important indicator of a culture of activity is a natural craving for interesting, meaningful activities and the ability to value time.
Communication culture with adults and peers requires children to comply with norms and rules of communication based on respect and goodwill, using appropriate vocabulary and forms of address, as well as polite behavior in public places and everyday life. Communication culture refers to the ability not only to act in a certain way, but also to refrain from actions and gestures that are inappropriate in given circumstances. The child needs to be taught to notice the state of other people.
A culture of communication necessarily presupposes a culture of speech. This is the presence of a sufficient vocabulary of words in a preschooler, the ability to speak concisely, while maintaining a calm tone. It is equally important to teach the child to listen carefully to the interlocutor, stand calmly during a conversation, and look into the face of the speaker. Speech culture is formed in classes and in everyday life, in various types of independent activities.
Cultural and hygienic skills- This is an important part of a culture of behavior. These are the skills of neatness, neatness, and the ability to keep your body and clothes clean. The need for these rules is dictated not only by the norms of cleanliness, but also by the norms of human relations. Children must understand that following these rules shows respect for others. Adults should remember that the skills instilled in childhood, including cultural and hygienic ones, bring great benefits to a person throughout his entire life.
The following are distinguished: Features of the formation of a culture of behavior in preschoolers:
It should be remembered that children imitate the behavior of adults, so adults should evaluate their behavior critically and demonstrate only positive patterns of behavior;
The formation of a culture of behavior in preschoolers can only take place with the direct participation of an adult and his guidance of the child’s behavior;
It should be taken into account that children have a gap between knowledge and experience.
To successfully develop the need to act in a certain way, it is necessary to constantly affirm socially significant motives that encourage the child to behave in a certain way;
To achieve a certain result, the child’s volitional manifestations must be constantly stimulated with positive assessment.
When instilling a culture of behavior in preschool children, the following should be observed: principles:
Unity of requirements in family and kindergarten;
Consistency and systematicity of educational influences;
The principle of repetition, that is, constant exercise in positive behavioral habits;
Demandingness combined with respect for the child;
Creating a situation of success.
2. Conditions for instilling a culture of behavior in preschoolers:
1. Authority and culture of educators and parents . The culture of the teacher, the nature of his communication with children, the style of relationships are of great importance in the formation of a culture of behavior. The teacher’s ability to use advice and sometimes humor instead of remarks, tactfully correct a violation, interest in children’s endeavors, the desire to support them, trust and affection - all this makes children want to communicate with him, to readily respond to every request. Children imitate the behavior of an authoritative teacher and transfer it into relationships with peers. The child's behavior also reflects the culture of the parents.
2. Accurate implementation of the regime allows preschoolers to maintain a balanced state, switch from one activity to another in a timely manner, prevent overwork, and alternate periods of active activity and rest. The exact mode allows you to form a behavioral stereotype. Timely implementation of routine processes prevents behavioral breakdowns that usually occur during tiring waiting.
3. Proper organization of the environment , in which there are children. Selection of toys, various materials, aids and equipment that correspond to the age of children, their interests and content of knowledge, skills and abilities, convenient placement of furniture, all this creates conditions for the development of a variety of activities, captivates preschoolers, allows them to find activities of interest and thereby prevents behavioral breakdowns.
4. Positive emotional atmosphere in kindergarten and family. This is an atmosphere of goodwill, varied and active meaningful activities for children, which instills in children a desire for employment, organizes their lives and is reflected in the formation of a culture of behavior in them
The behavior of children in kindergarten is regulated by rules that are formed on the basis of the following norms:
The rules must be specific, requiring certain actions. For example: “When entering a group room, you need to say hello to everyone present in it”;
The rules must be formulated clearly, understandably for children, in the form of instructions, not prohibitions;
Each new rule requires time for children to assimilate it (explanation, training in implementation, reminders, prevention of possible violations);
The rules are being introduced gradually.
Education methods: explanation, showing, exercise, reminder, control, assessment, conversation, reading works of art, looking at illustrations, positive example, encouragement and punishment, training, didactic dramatization games, monitoring the child’s behavior.
Thus, in cultivating a culture of behavior in children, the teacher uses the entire range of methods and means of moral education.
Topic: "Cultivating a culture of behavior in preschool children."
Plan
Introduction
Conclusion
Literature
Introduction
I chose this topic because I think it is more relevant today. First of all, etiquette must be instilled in a child from an early age. Etiquette expresses the content of certain principles of morality in the broad sense of the word. Etiquette is an important part of universal human culture, ethics, morality.
Teach the child everywhere and in everything to respect society as a whole and each of its members individually, to treat them the way he treats himself and so that others treat him the same way. The rule is very simple, but - alas? In everyday practice, human relationships are not always realized by everyone. Meanwhile, the culture of human relations, communication between people play an important role in life. If a child learns to communicate culturally with loved ones and acquaintances, he will behave in the same way with complete strangers.
Each of us can, by our personal actions, determine almost unmistakably the degree of their upbringing, the prevalence of their habit of thinking or not thinking about the interests of others. And every era has its own style, every society has its own rules of behavior, but there are universal human values, and it is on their basis that the culture of any nation develops. An integral part of culture is etiquette, which has evolved over centuries and is rooted in the sphere of morality.
Preschool childhood is the most important period in the moral development of the individual. One of the directions in moral development the child is to develop a culture of behavior.
Many scientists involved in the problem of developing a culture of behavior argue that insufficient attention is paid to this issue. The reason seems to be that adults themselves have not yet fully realized the significance of the very concept of “culture of behavior,” especially now, in the transition period, when the main components of moral education are undergoing some changes.
The problem of developing a culture of behavior was dealt with by such teachers as: Peterina S.V., Yakovenko T., Khodonetskikh Z., Teplyuk S., Ostrovskaya, Erofeeva, Barakhtova, Yudina, Rychashkova and others.
Fostering a culture of behavior requires a mandatory connection with the upbringing of children in the family and coordination of the efforts of the teacher and parents. It is very important for teachers to find methods that allow them to establish close contacts with the family in order to ensure unity in fostering a culture of behavior.
culture behavior preschool age
Definition of the concept of culture of behavior "etiquette"
Behavior is a way of living and acting. In ancient times, humanity developed certain social norms of behavior that made it possible for human society to exist, function and develop. Etiquette has appeared - an order of behavior established in society, which includes a set of rules regulating the external expression of relationships between people, manifested in treatment, addresses and greetings, behavior in a public place, manners and appearance of a person. Etiquette creates conditions favorable for communication and coexistence of people different in nationality, social status, gender status, psychological and age characteristics, views, and educational level. Etiquette performs regulatory, recognition, identification, communicative, ethical, and educational functions in society. Etiquette is an integral part of a culture of behavior. There are many definitions of the concept of “culture of behavior”. For example, in the pedagogical dictionary: Culture of behavior- compliance with the basic requirements and rules of human society, the ability to find the right tone in communicating with others.
S.V. Peterinaconsiders the culture of behavior of a preschooler as “a set of stable forms of everyday behavior that are useful for society in everyday life, in communication, in various forms.” duhactivities." Here, by the term "culture of behavior" we will understand a set of sustainable forms of everyday behavior that are useful for society in everyday life, in communication, and in various types of activities.
The culture of behavior is not limited to formal observance of etiquette; it is closely related to moral feelings and ideas and, in turn, reinforces them. A culture of behavior helps a person communicate with others, provides him with emotional well-being and comfortable well-being. The child receives his first ideas about the norms of behavior accepted in society in the family and in kindergarten. In preschool age, children accumulate the first experience of moral behavior, they develop the first skills of organizational 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. In the content of the culture of behavior of preschool children S.V. Peterina conventionally identifies the following components:
· culture of activity,
· communication culture,
· cultural and hygienic skills and habits.
Let us consider the essence of the constituent elements of a culture of behavior, which will allow us to more specifically trace the tasks of education and their gradual complication.
Culture of activitymanifests itself in the child’s behavior in classes, games, and while performing work assignments. To form a culture of activity in a child means to cultivate in him the ability to keep in order the place where he works, studies, plays; the habit of finishing what you start, taking care of toys, things, books.
Communication cultureprovides for the child to comply with the norms and rules of communication with adults and peers, based on respect and goodwill, using appropriate vocabulary and forms of address, as well as polite behavior in everyday life and in public places.
Cultural and hygienic skillsprovide for keeping the child’s face, hands, body, hairstyle, clothes, and shoes clean. Food culture is classified as hygiene skills. but its significance is not only in fulfilling physiological needs. Food culture also has an ethical aspect - after all, behavior at the table is based on respect for those sitting next to you, as well as for those who prepared the food.
The child knows a lot about the world around him from his parents and from his own observations; the teacher’s task is to expand and correct this knowledge, to bring it into a system generally accepted in society.
The formation of a culture of behavior in preschool children is clearly manifested in their attitudes towards:
surrounding people;
peers and adults;
responsibilities;
labor, etc.
So, instilling a culture of behavior in preschoolers is a continuation and one of the aspects of the work of instilling a humane attitude towards people, which manifests itself in collective relationships.
Culture of behavior is an indicator of a child’s upbringing
From early childhood, a child enters into a complex system of relationships with people around him (at home, in kindergarten, etc.) and gains experience in social behavior. Forming behavioral skills in children, cultivating a conscious, active attitude towards the assigned task, and camaraderie should begin from preschool age.
The beginning of the education of all these aspects of behavior lies in preschool childhood. And you cannot be late with this, because from an early age the child enters into relationships with people around him, he develops the first elementary knowledge and actions that reflect attention to adults and peers, respect for them, and the child’s general upbringing is manifested .
The development of a culture of behavior in young children begins with the most accessible specific skills. After all, one cannot ignore that the accumulation moral ideas occurs in the baby more slowly than the assimilation of external forms of behavior. That is why we have to start with educating a small child about these external forms of culture, while simultaneously creating the prerequisites for their moral comprehension. It is necessary to keep in mind the interaction and interdependence of external and internal forms of behavior. If children are required to comply with external forms of behavior, then their inner world will certainly be influenced to some extent. Moreover, if we instill in them an internal culture, then we are obliged to teach them external forms of its expression, which, even when they are not yet fully comprehended by children, still discipline, tighten, and oblige them to restraint. And if negative ways of behavior take root, then they gradually coarse and impoverish him. inner world. By neglecting or delaying the formation of external forms of behavior in preschoolers, one can miss the development of internal culture.
In an effort to develop real good manners in preschoolers, an adult certainly notices that, for example, when addressing his friend’s mother, the boy called her “Aunt Masha” and not by her first and patronymic, that he entered the manager or doctor’s office without asking permission, that, having met an adult at the door, he hurried to slip in first, left the table without chewing his food, etc. He teaches children how to act in such cases, since they often simply do not know how to behave.
Let's consider different aspects of the manifestation of a culture of behavior.
Fostering a culture of appearanceassociated with the formation of cultural and hygienic skills. What is the connection between culture and hygiene? Children two and three years old are taught personal hygiene skills: wash their hands before eating and after any contamination, fostering the need for cleanliness; use a handkerchief or napkin. This is like one side of education. But in the process of developing such skills, a culture of appearance, the need for cleanliness, neatness, and neatness are cultivated. Manifestations of sloppiness and indifference to the appearance of one’s suit, shoes, and hairstyle are prevented.
Children at the table. And again they are close to their peers. And here there is also a close connection between the skills of eating and the skills of cultural behavior among people. It is necessary to teach children to use cutlery, eat silently, take food little by little and chew it thoroughly, sit correctly, bend over the plate a little so as not to stain their suit, not dangle their legs, and, if necessary, turn to an adult in a low voice.
Culture of behavior among peersmanifested in the ability to make a request, ask for an apology in the event of an unexpected mistake that caused trouble to another, to reject a friend’s request, while using ethical forms of expressing the impossibility of fulfilling it. An adult introduces children to generally accepted rules governing behavior, helps them understand how to behave with adults, peers, at home, in kindergarten, in public places, on the street. Rules are a guideline for children, with the help of which they choose the necessary forms of behavior.
Politeness.It decorates a person, makes him attractive, and evokes a feeling of sympathy among others. It is not without reason that it is considered one of the signs of good manners. And it’s not for nothing that the expression has become popular: “Nothing is so cheap and is valued so dearly as politeness.” Without it, it is impossible to imagine human relationships. Politeness is expressed in the ability to communicate with other people. This is instilled in children by the entire atmosphere of the kindergarten and family, surrounded by adults. And adults should remember the golden rule: only politeness gives rise to politeness.
The adult ensures that children’s politeness is based on sincerity, goodwill, and respect for others. Otherwise, it ceases to be a sign of moral behavior. A child cannot be considered polite just because he hands a chair to an adult who comes in, and when addressing the teacher, he says the obligatory “please.” This is not enough. It is necessary that any manifestation of politeness becomes a conscious necessity for a growing person.
Delicacy.A person with this quality will never cause inconvenience to others, ask inappropriate questions or show excessive curiosity. The foundations of delicacy are formed in childhood. Children are taught to gently reject a peer’s proposal if it does not correspond to their plans or interests, but at the same time avoiding ridicule about the proposal made, they are explained how to friendly explain to a peer his mistake, they are taught to admit their mistake, and ask for an apology for the inconvenience caused.
Culture of attitude towards adults. A culture of behavior is manifested in children in their attitude towards adults: in respect for them, their requests, in the ability to listen to adults without interrupting, to thank them for their help, advice, service; children are taught to call adults by their first name and patronymic, not to interfere in the conversation of adults, not to engage in communication unless necessary,
If the teacher is attentive to the children’s compliance with the rules of behavior and does not allow deviations from them, then they soon become the norm for the children.
And politeness not only manifests itself in the ability to say hello or goodbye, apologize or thank, but also becomes a way of expressing goodwill, sociability, and respect for others.
Norms and rules of conduct for preschool children
Modern society faces the task of educators, teachers and parents of raising a highly educated and well-mannered young generation, who owns all the achievements of the culture created by mankind. Knowledge of modern etiquette expands a person’s inner world and creates opportunities for him to successfully communicate in the outside world. It is necessary to begin learning the rules and norms of etiquette in preschool age.
The child receives his first ideas about the norms of behavior accepted in society in the family. Arriving at kindergarten, a child enters a world in which compliance with behavioral rules is necessary for the normal and pleasant existence of the entire children's team.
Both the rule and the norm are an established order of actions and relationships. But the rule has a particular and narrower meaning. A rule can be single, relating to a specific situation, to a specific object: a rule for using an object, a rule for behavior at the table, etc. A norm is more general in nature, it characterizes the general direction of relationships and behavior and is specified in the rules. For example, the teacher introduces the children to the rules: when we sit down for a lesson, the chairs must be moved quietly; You should not play noisy games if someone is relaxing nearby; If a guest comes into the group, you must invite him to come and sit down - all these are the rules. They specify the norm - to be attentive and caring towards the people around you.
Special attention to FGT in preschool education given to the role of educator. Adults contribute to the development of a child’s positive attitude towards people around him: they foster respect and tolerance for children and adults, regardless of social origin, race and nationality, and contribute to the development in children of a sense of responsibility for their word. Adults pay special attention to the development of the child’s communicative competence. They help children recognize the emotional experiences and states of others, express their own experiences... help them master various ways to resolve conflict situations, negotiate, establish new contacts... help children learn basic rules of etiquette.
A feature of preschool children is their pronounced ability to imitate. At the same time, insufficiently developed arbitrariness of behavior, the inability to control one’s actions, and to be aware of their moral content can lead to undesirable actions. These circumstances make it paramount to the formation of moral skills of behavior, which develop into moral habits in the process of gaining experience. The teacher develops in children a variety of behavioral skills that reflect respect for adults, a positive attitude towards peers, caring attitude towards things that, turning into habits, become the norm of behavior: the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, being polite. yourself in public places, politely make requests.
Even in everyday ordinary situations, the teacher always educates, and his influence is multifaceted. For example, by teaching a child to undress after a walk, the teacher teaches him the ability to take care of himself, neatly fold his clothes, and at the same time develops a caring attitude towards things, neatness, purposefulness of actions, as well as attention to peers nearby, courtesy and caring towards them .
Instilling cheerfulness in children is of no small importance. This quality is based on optimism, confidence in one’s capabilities, and a friendly attitude towards others. It has a beneficial effect on the character and all activities of the child, his relationships with peers.
The most important means of developing cheerfulness is the creation in kindergarten of a cheerful, positive emotional environment, full of varied and interesting activities.
The formation of the foundations of behavioral culture goes through a peculiar cycle, which includes: a) knowledge of etiquette rules; b) understanding of its reasonableness and necessity; c) the ability to apply it pragmatically; d) emotional experience from its implementation. It is important that the child, having become familiar with a particular behavioral requirement, distinguishes good from bad. Having gone through this cycle, they again return to the rule being studied, but at a higher level.
Parents and educators are obliged to help the little person learn secrets, human relationships, and acquire behavioral guidelines, without which it is impossible to feel confident enough in society.
Analysis of the experience of teachers in instilling a culture of behavior in children in kindergarten
Analyzing the complex developmental programs adopted by modern educational practice, we can conclude that the “Moral Education” section is declaratively highlighted only in the traditional “Training and Education Program”, where it is also projected onto the “Musical Education” section, role-playing games and the collective work of children . In other comprehensive programs, the content of moral orientation is fragmentarily introduced into some sections. So, for example, in the “Origins” and “Rainbow” programs, the problems of developing a moral culture are solved in the section “ Cognitive development" and "Social Development". In the program "Childhood" edited by V.I. Loginova - in the section "The child enters the world of social relations", in particular in the block "Communication and culture of behavior" attention is focused on the formation of a culture of behavior in preschoolers.
Based on an analysis of the content of regulatory documents focused on the goals and objectives of establishing the basis of a child’s personal culture in preschool age, and correlating the target guidelines, firstly, with the content of the “Moral Culture” section presented in modern educational programs and, secondly, with the real practice of organizing the educational process in a preschool educational institution (analysis of the long-term calendar plan, observation of the organization of the educational process in the classroom), the following disadvantages are highlighted:
§ The moral aspect of personal culture is not sufficiently structured, meaningfully spelled out and integrated.
§ The principles for selecting content that introduces a child to enduring universal human values that are understandable to a child in preschool age are not prescribed; it does not exclude the possibility of random selection of content based on the subjective vision of the teacher.
Thus, the absence in the content of programs of a certain system of work on the development of the moral culture of children can lead to the fact that the sensitive period, which is characterized by the fact that children are able to consciously manage behavior, and their moral feelings have greater motivating power than other motives, may remain unnoticed by teachers.
In general, it should be noted that the issue of the moral development of the individual has a number of specific features, due to which it is quite difficult to distinguish it and separate it into a separate section. So the process of moral education is the organization of children to overcome and resolve life’s contradictions, problems, choices, conflicts and clashes, which should be implemented in all types of activities throughout the child’s daily life. Therefore, for a more in-depth and effective development of this process, it will be most rational to use special methodological manuals on the formation of a culture of behavior, since they allow the teacher to implement his tasks in the “Cognitive Development” section, while preventing additional stress for children, as would be the case with the introduction of specialized cultural classes.
For example, the methodological manual “What I Know About Myself” edited by L.S. Kolmogorova is intended for teachers and educators working with children of senior preschool age. Its goal is to form the basis of a value-based attitude towards oneself and others, adults and peers.
The manual includes a block of specially organized lessons, which is provided with outline plans. Classes involve the child’s orientation in the phenomena of his own life, in himself, understanding and awareness of himself, his actions, desires on a moral basis.
Methodological manuals of this kind make it possible to smoothly introduce aspects of morality into the main program of education and training of older preschoolers in kindergarten.
Basic methods and techniques for developing a culture of behavior in preschool children
We constantly shape the etiquette behavior of children, using various organizational forms: classes, games, conversations, routine moments, i.e. in real life and in specially created situations.
The boys were playing in the snow and hit the girl in the face, she burst into tears. What is the best way for a teacher to respond? Punish the culprits? Feel sorry for the girl? Pretend not to notice?
The teacher suggested that the children read; everyone sat around him, but one girl remained standing: she didn’t have enough chair. Why did the teacher create such a situation? Constant reinforcement and positive assessment of behavior create the conditions for a conscious and emotional choice of one or another action or behavior.
To develop etiquette behavior, a number of conditions are necessary. Firstly, children’s positive attitude towards maintaining etiquette and friendly communication between the teacher and students.You cannot forget or offend any of the students. For a positive attitude, the teacher addresses the children by name, kindly and affectionately, expresses praise, gives prizes, and uses various learning methods that are fun for children.
Fostering a culture of behavior from the standpoint of modern etiquette is carried out in compliance with pedagogical and etiquette principles.
Principles of education:We educate children in the process of their activities, combining pedagogical guidance with the development of children's initiative and independence, taking into account age and individual characteristics, with the unity of the requirements of the teacher and parents.
Principles of training:scientific, encyclopedic, visual, systematic, conscious and active of children, strength of learning, individualization of development of students.
Principles of etiquette: reasonableness and necessity of behavioral rules, goodwill and friendliness, strength and beauty of behavior, absence of trifles, respect for national traditions.
Methods of pedagogical influencefor children are varied. Among those that are used when teaching children the rules of etiquette, we highlight the main ones: training, exercise, creating educational situations, role models, encouragement and punishment.
Children are given a certain model of behavior, for example, to hold cutlery correctly at the table, when talking with elders or peers, to listen carefully to the interlocutor and look him in the face. Teaching you to follow the rules,one should not only show it, but also control the accuracy and rigor of its implementation.
IN exerciseThis or that action is repeated many times, for example, correctly picking up a knife and fork, cutting a piece of meat or sausage. It is necessary to ensure that the child understands the necessity and reasonableness of such use of cutlery.
Educational situationsarise when we create conditions in which a child faces a choice, for example, to give up his chair to a girl or not, to use a fork and knife or just one fork at the table, to tidy up the toy corner after playing or not.
A preschooler needs a role model, who is a kind of visual example. It can be a teacher, a parent, a familiar adult or child, a literary or fairy-tale hero.
Promotioncarried out in various ways, activates preschoolers to learn, to choose the right behavioral step. An important condition for developing etiquette behavior is the reasonableness of encouragement, i.e. its adequacy to the perfect act.
Ethical conversation with childrenhelps to find out whether they know and understand the norms and rules of behavior. It is more reasonable to conduct such a conversation with a small group of 5-8 children, so that each child can express his opinion. The skill of a teacher is manifested in how much he knows the capabilities of children to conduct a conversation on moral and behavioral issues.
Punishmentused extremely rarely. It should be aimed at creating in the guilty person a desire to do well, to correct his shortcoming. Sometimes verbal condemnation by the teacher and other children of a negative act is enough. Punishment that causes physical pain or demonstrates disrespect for the child’s personality is not allowed at all. “Punishment informs the punished about what cannot be done, but does not tell him what can be done. Punishment does not give a person the opportunity to understand for himself what behavior in a given situation is best. This is the main obstacle to effective learning,”1 says psychologist O.A. . Shagraeva.
Diversity verbal methods,among which a significant place is occupied by story, explanation, conversation, which helps the conscious study of behavioral rules. But when using them, you should avoid boring moralization and notations. Real or fairy tale story creates conditions for emotional perception of behavioral rules. The child experiences the hero’s behavior, sees his good or bad deeds and learns about what they can lead to. For a preschooler, the positive ending of an etiquette fairy tale is of no small importance: the quarreling heroes made up, the incompetents learned to do something, the know-nothing learned and understood a lot, the violators corrected themselves. Because the social experience The preschooler is very young, he needs to be explained how and why he should act in a particular way, either views, beliefs, habits, the desire for sincere answers or the ability to adapt to the expectations of an adult. This knowledge will help the teacher correctly construct an ethical conversation and find a place in it for etiquette issues.
The game is one of the most effective means formation of a culture of behavior. It, as a way of understanding the world around us, gives the child in a bright, accessible and interesting form ideas about how it is customary to behave in a given situation, makes you think about your behavioral manners. We must not forget about the disciplinary significance of the game, since adherence to established discipline is an important condition for fulfilling the etiquette rule. A wide variety of games are used for these purposes. For example, in outdoor games , mainly used to solve problems physical education, children compete: who will run around the kindergarten faster, who will throw the ball farthest. But the elements of life necessarily interfere with an organized game. One ran and fell, the other is in a hurry to defeat everyone, the third also wants to be first, but stopped to help the fallen one. The most important ethical aspect underlies the child’s behavior. In such a situation, we once again make it clear to the child: the basis of etiquette behavior is a moral principle.
During the music lesson there are musical games . Children dance in a circle. The teacher again pays attention to the rules of etiquette, but does it unobtrusively.
Theatrical games play a huge role in the formation of a culture of behavior. For example, they are preparing a production of the fairy tale “Turnip” with children. During its analysis, attention is paid to the culture of behavior in the family. The whole family and pets, and even a little mouse, came together for one common cause - to help the grandfather - the breadwinner - pull out the turnip. In a family, everyone matters, everyone plays their role. Both the production of the fairy tale itself and the performance of it in front of children and parents will bring awareness to many rules of behavior in public places. The rules of behavior of spectators in the theater are touched upon. I remember the rules of guest etiquette: parents come to visit, they must be received and entertained.
Traditional folk games They are good not only because the child perceives native Russian speech and receives information from the history of our people. He also realizes that all folk culture based on folk customs and traditions. For example, the game "Boyars, we have come to you." Beautiful Russian text gives children information that there were boyars in the past; at all times people went to visit and received them with joy; In Rus' there was a custom of choosing a bride. They play together in a friendly manner, strive for the victory of their team, but do not offend the representatives of the other team. Instead of a bride, you can choose a friend; then the teacher pays attention to the friendly relations between the children.
In class or in free time, they conduct role-playing games , for example about professions. Having chosen, for example, the profession of a doctor, they discuss with the children the rules of behavior in the clinic, in the doctor’s office, in the pharmacy, etc.
During classes, in other regime moments Organize didactic games, the main goal of which is the development of the child. They are good at practicing the rules and norms of a culture of behavior. The tasks can be very diverse: choose the color scheme of your costume from the cards; use the pictures to create a costume for a walk, a visit to the theater, or a meeting with guests; lay out cards with dishes and cutlery for serving tea, dinner, festive table; choose a gift for your mother, friend, or grandmother on the card.
Printed board games are of great interest to preschoolers. For example, the lotto game “How We Dress” will help develop children’s skills in the culture of appearance. The teacher and children are co-authors of any game. We must not forget about children's independence and initiative; we just need to guide them in teaching them correct behavior. Then there will be no boring notations, strict and incomprehensible requirements for children, and behavioral regulation will easily enter the life of a little person who has realized during the game its reasonableness and necessity.
A.S. Makarenko was convinced that “raising a child correctly and normally is much easier than re-educating. This is a pleasant, joyful, happy thing. Re-education is completely different. Re-education requires more strength, more knowledge, more patience
Conclusion
As a result of the work, the following conclusions can be drawn:
· Mastering the rules of behavior contributes to the formation of the child’s first moral habits, helps the formation of relationships with peers and adults, and the development of organized behavior. At preschool age, the formation of moral qualities of the individual and habits of cultural behavior continues actively. The learning process at school also depends on the achieved level of education. The rules provide direction for activities and, as they are mastered, they become necessary for the child himself: he begins to rely on them.
· In older preschool age, children’s moral behavior skills gradually turn into habits and become a natural need, because children have mastered elementary ideas about morality and humane treatment of people. Therefore, along with showing examples of children’s behavior in various situations, they should be specifically trained in moral actions.
· The process of instilling a culture of behavior is very complex and involves the conscious and deep use by the teacher of a rich arsenal of various methods. These are methods such as: introducing rules of a culture of behavior; exercises to consolidate them; assessment of children's actions; ethical conversations; reading fiction; conversations on works of art; games; a positive example for children; excursions; watching puppet shows and dramatizations; classes.
· Nurturing a culture of personality largely falls on the shoulders of parents. It is the relationships in the family that provide the opportunity for children to reveal the cultural knowledge that they received in kindergarten. Organic consistency in the work of the kindergarten and the family is the most important principle of the full upbringing of children. That is why one of the primary responsibilities of a teacher is to do everything possible to improve the pedagogical culture of parents whose children do not attend preschool educational institutions, because they themselves will have to lay the foundations of cultural behavior.
· In forming a culture of behavior, the teacher is obliged to constantly improve his teaching skills, look for approaches to the children's mind and heart, and be a role model for the children. Therefore, at the preschool educational institution methodological work- a creative and complex process in which practical training of educators is carried out in methods and techniques of working with children to form a culture of behavior.
· The foundations of a culture of behavior laid in childhood, with the help of the teacher’s skillful use of directions in work and methods for creating a culture of behavior in preschoolers, largely determine the formation of the child’s future personality.
Literature
1. Peterina S.V. Fostering a culture of behavior in preschool children. - M.: Education, 1986.
2.R.S. Bure, L.F. Ostrovskaya "Teacher and children", M. YUVENTA, 2006.
3. N.V. Vedernikova, L.A. Smirnyagin "Formation of social skills of behavior of preschool children"
Kurochkina I.N. "Etiquette for children and adults": Textbook. aid for students higher ped. textbook establishments. - M: Publishing center "Academy" 2001.
Semenchuk O.B. "Learning the culture of everyday communication." / Preschool teacher №9 2011.
Testova O.B. "Theater of Politeness" /Teacher at preschool educational institution No. 3 2011.
7. Kozlova S.A., Kulikova T.A. "Preschool pedagogy: Textbook for students of secondary pedagogical educational institutions." M: Publishing center "Academy", 1998. - 432s.
Equist Lidia Glebovna "The relevance of moral education of preschoolers." /Teacher at preschool educational institution No. 9 2008.
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Consultation
for teachers of MBDOU d/s No. 20
on the topic: “Pedagogical conditions and methods of developing a culture of communication and behavior in preschool children”
Prepared by: speech therapist teacher
Shumskaya T.I.
Definition of the concepts “culture of behavior”, “ethics”.
A culture of behavior as an effective manifestation of respect for others.
Formation of a culture of behavior- one of the most pressing and complex problems that must be solved today by everyone involved in children. What we put into the child’s soul now will manifest itself later and become his and our life. Today we are talking about the need to revive a culture of behavior in society, which is directly related to the development and upbringing of a child before school.
Interest in the problem of forming a culture of behavior in preschoolers is due to the fact that the educational influence of the family and Russian national culture in the field of education is sharply decreasing. Among the most important tasks facing preschool educational institutions are the formation of a basic personal culture and high moral qualities from early childhood.
There are many opportunities for this in kindergarten. In the process of everyday communication with peers, children learn to live in a team, master in practice moral standards of behavior that help regulate relationships with others. How younger child, the more influence you can have on his feelings and behavior.
Concept “culture of behavior of a preschooler” can be defined as a set of stable forms of everyday behavior in everyday life, in communication, in various types of activities.
The object of study of ethics is morality and ethics, those. This is a teaching about how to behave in the company of friends and loved ones.
A culture of behavior is not limited to formal adherence to etiquette. It is closely related to moral feelings and ideas and, in turn, reinforces them.
Moral feelings reflect public morality (as opposed to egoistic feelings, which reflect only personal interests). Rules, requirements, motives for actions based on moral feelings are generally understandable to a preschooler, since from the first years of life his connections with others are quite diverse. Therefore, we can rightfully talk about the special role of feelings in raising a child in general and the culture of behavior in particular.
For the development of a child’s personality and the formation of a culture of behavior, compliance with a number of principles is required.
1. Systematicity.
Work to create a culture of behavior should be carried out systematically. The teacher flexibly distributes content throughout the process. It is advisable to spend special time in the afternoon organized classes. As for the unregulated activities of children, these forms of work can be carried out both in the morning and in the afternoon. However, all this does not exclude the teacher from working with children outside of class, since it is impossible to identify in advance the whole range of spontaneously arising situations and difficulties, and the teacher may be required to provide additional explanations, answer questions, organize a game situation, and use relevant fiction.
2. Rely on the positive.
Teachers are obliged to identify the positive in the child and, based on the good, develop other, insufficiently formed or negatively oriented qualities, bringing them to the required level and harmonious combination. IN educational process Confrontation, struggle between teacher and student, opposition of forces and positions is unacceptable. Only cooperation. Patience and interested participation of the teacher in the fate of the pupil give positive results. Experienced educators do not skimp on compliments and generously advance future positive changes. They design good behavior, inspire confidence in the successful achievement of high results, place trust in students, and encourage them in the event of failures.
3. Humanizationeducational process.
The principle requires a humane attitude towards the personality of the pupil; respect for his rights and freedoms; presenting feasible and reasonably formulated demands to the pupil; respect for the student’s position even when he refuses to fulfill the requirements; respect for the human right to be himself; bringing to the consciousness of the pupil the specific goals of his education; non-violent formation of the required qualities; refusal of corporal and other punishments degrading the honor and dignity of a person; recognition of the individual’s right to completely refuse to develop those qualities that for any reason contradict his beliefs.
4. Personal-active approach.
The teacher must constantly study and know well the individual characteristics of temperament, character traits, views, tastes, habits of his pupils; was able to diagnose and know the real level of formation of such important personal qualities as way of thinking, motives, interests, attitudes, personality orientation, attitude to life, work, value orientations, life plans; constantly involve each student in educational activities that are feasible for him, ensuring the progressive development of the individual; promptly identify and establish reasons that may interfere with achieving the goal, rely as much as possible on the individual’s own activity; combine education with self-education of the individual, help in choosing goals, methods, forms of self-education; develop independence, initiative, self-activity of pupils, not so much to lead as to skillfully organize and direct activities leading to success.
5. Unity of educational influences.
All persons involved in education must act together, present agreed upon requirements to students, go hand in hand, helping each other, complementing and strengthening the pedagogical influence. If such unity and coordination of efforts is not achieved, but is counteracted, then it is difficult to count on success. At the same time, the student experiences enormous mental overload, since he does not know who to believe, who to follow, and cannot determine and choose the right ones among the influences that are authoritative for him. It is necessary to add up the action of all forces.
The teacher in his work relies on an activity approach. This means that different types of children’s activities (cognitive, playful, independent) serve as pedagogical means of education. The acquired experience serves as the basis for the implementation of holistic activities to form a culture of behavior. The teacher teaches children the norms of cultural behavior through joint play or joint work. In activities, especially play, situations arise that make it possible to support the positive manifestations of children and formulate the rules of a culture of behavior. Independent activity contributes to the formation of the ability to exert volition, understanding the need and importance of knowledge of the rules of a culture of behavior, helps to establish playful and personal relationships in independent activity, and overcome conflicts.
By organizing the activities of children, the teacher creates conditions for the formation of their relationships based on the rules of a culture of behavior, tolerance, and politeness.
- culture of activity,
- communication culture,
- cultural and hygienic skills and habits.
Tasks for creating a culture of behavior
in preschool children:
- develop skills of cultural behavior in everyday life;
- learn to see your shortcomings in behavior and be able to correct them;
- introduce the rules of cultural behavior;
- cultivate love and respect for loved ones and people around you;
- teach to treat others with care and patience, but at the same time show intolerance to the bad actions of people.
Pedagogical conditions for instilling a culture of behavior in preschoolers:
- speech and behavioral culture of adults surrounding preschoolers (teachers, parents);
- thoughtful, rational organization of the lifestyle of children in kindergarten;
- a diverse subject-development environment that satisfies the current needs of preschool children in communication and activity, the interests of boys and girls;
- interaction between teachers and parents of preschool children in instilling a behavioral culture of habits, developing common positions and coordinated actions, taking into account the individual characteristics of children and mastering cultural experience;
- designing a meaningful life for children, an “event scenario” that ensures the accumulation of experience, participation in emotionally charged situations of moral behavior, friendly contacts, respect for other people, as well as the development of self-esteem.
The child is characterized by a wide range of feelings, ambiguous in their manifestations. In relation to adults and peers - it can be love and hostility, sympathy and antipathy, sympathy and indifference, justice and envy; in relation to oneself - self-esteem and even self-confidence or, on the contrary, a feeling of self-doubt.
Consolidation of forms of moral behavior, their transformation into a habit and need occurs only on the basis of a child’s positive emotional attitude both to the actions themselves and to those adults who organize and regulate them. In this case, moral feelings, for example, respect for the teacher, love for parents, goodwill towards peers and others, act as an independent driving motive for children’s behavior. This motive is quite strong and significant in the eyes of a child, because the feelings of preschoolers are distinguished by especially vivid emotional coloring, spontaneity and sincerity.
In developing a culture of behavior, it is of paramount importance example of a teacher. His appearance, actions and judgments, politeness, calm tone of conversation, fair attitude towards others, and above all towards children, are an important and effective example to follow. However, one personal example cannot solve all the issues of education. The process of instilling a culture of behavior is very complex and involves the teacher’s conscious and flexible use of a rich arsenal of various methods. “Mobility” of educational means and their constant adjustment are also necessary. It often happens that a practice-tested method suddenly ceases to be effective. The teacher must carefully monitor how each of his charges perceives educational influences and influences. It is necessary to determine the level of moral education of each child as early as possible. Observations make it possible to identify each child’s inherent characteristics of actions, interests, relationships with others, and difficulties in mastering the skills of a culture of behavior. This, in turn, serves as the basis for assessing the dynamics of the child’s development and adjusting the further process of upbringing.
While observing the children, the teacher simultaneously tries to determine how typical a particular offense is for the child (rudeness in conversation with a friend, carelessness in eating and dressing, refusal to respond to a request to put toys away, etc.), strives to notice everything in time something new that his pupil has mastered.
To get to know the child better, the teacher needs information about his behavior at home. Therefore, before we start school year You should definitely visit the families of those children who are about to come to kindergarten for the first time. This will provide an opportunity to get to know family members, identify the child’s living conditions, the characteristics and traditions of upbringing, and communicate with him in an environment familiar to the child.
But contacts with family, of course, should not be limited to this. Planned family visits are required, approximately twice a year. They provide an opportunity to guide parents to correct solution specific issues of raising your child.
Already in younger preschoolers, in a variety of games and observations, in the process of self-care and performing simple tasks, it is necessary to cultivate a positive, friendly attitude towards the adults around him, a desire to willingly fulfill their demands, as well as polite treatment of peers, careful attitude towards toys and things in his possession. general use.
In young years the foundations of friendly relationships between children are laid. This is the ability to play without disturbing each other, to show sympathy, to share toys, to coordinate one’s actions with the actions of other children. Even the smallest child is usually positive towards his partner, and shows interest not only in him, but also in the object with which he acts. But at first (at the age of 10 months - 1 year 2 months), not knowing how to ask, and not knowing that the same toy can be found in the playpen or on a shelf, the child takes it from a neighbor and happily performs the actions he has just seen.
To prevent this so far harmless manifestation of bad manners from turning into a negative habit, it is necessary that children be able to observe rules of behavior in the group. The child is gradually taught to do not only what is possible, what he likes, but also what is necessary, although he does not want to, to refrain from doing what he wants, but cannot, to calmly wait until adults invite him to the table, to move on the sofa so that give someone else the opportunity to sit. Children need to know what is bad (disturbing, littering, shouting, breaking) and what is good (putting toys away, helping each other, etc.).
For the formation of friendly relations between children and each other, the correct organization of the environment in which children play and the selection of toys is of great importance. If babies under 1 year 1 month - 1 year 2 months are kept in a playpen and in the room where children of the second and third year of life are, the order in the arrangement of toys is not maintained, they develop a negative habit of taking them away from each other. After all, they do not know where to find the item or part of it necessary to continue the game. Celluloid and polyethylene toys, usually depicting stylized animals, are most often used as dolls by children. Therefore, if in a group where children over 1.5 years are raised there are no dishes, doll furniture, blankets, carts, i.e. There is nothing but plastic toys; children hardly play with them and, not knowing what to do, they quarrel. The development of joint play among children in their third year of life is negatively affected by the absence of large aids in the group (such as a stove, a table for feeding dolls), around which two or three children can play at the same time.
One of the tasks of raising children first junior group- formation of prerequisites for moral behavior and cultural and hygienic skills. Children of the third year of life who come to kindergarten differ from each other in their level of education, mastery of various skills and are just beginning to get used to the new environment for them. Hence, an individual approach to each child acquires special importance in working with children.
First of all, the teacher needs to gain the child’s trust, because the decisive method of raising children is direct communication with them by the teacher. A child of the younger group experiences a particularly great need for constant contact with an adult. How a child’s relationships with adults will develop and develop will largely determine his relationships and culture of behavior in contacts with a wider circle of people.
The creation of prerequisites for the cultural behavior of a small child is carried out in several directions. One of them is the formation of the ability to play and study, walk and eat, sleep during quiet time, dress and wash with a group of peers, next to comrades, i.e. a team. At the same time, children develop sense of collectivism, so important for a person. It is equally important to instill interest in the work activities of adults, the desire to help them, and later to independently perform simple self-care tasks. Cultivating a caring attitude towards toys and things, the ability to overcome small difficulties and see things through to the end, a sense of gratitude for care and concern, obedience and feelings of sympathy, friendliness towards children and adults - all these are fundamental program areas pedagogical work teacher in the first junior group of kindergarten.
Cultural and hygienic rules.
Methods and techniques for developing cultural and hygienic skills and habits in children.
In psychological science skill is defined as an automated action, although the process of mastering is necessarily associated with its awareness. Skills gradually improve and develop into habits, i.e. the need to act in a certain way. To successfully form such a need, it is necessary that motives, with the help of which children are encouraged to act, were significant in their eyes, so that the children’s attitude towards performing actions was emotionally positive and, finally, so that, if necessary, children were able to show certain efforts of will to achieve results. Underestimation of the listed conditions by a teacher can lead not only to children losing useful habits that have already begun to take hold, but also to a feeling of dissatisfaction.
It should also be remembered that in a child very early, already in the first or second year of life, due to the characteristics of his nervous activity, if he is not raised properly, problems can arise and take hold. bad habits(finger sucking, refusal to wash, use the potty, falling asleep only when rocked, taking food from a plate with your hands, crumbling bread, screaming and falling on the floor, demanding what you want, etc.).
An important task in working with children of the first junior group is the development of cultural and hygienic skills - neatness, neatness in everyday life, food culture skills as an integral part of a culture of behavior.
Cultural and hygienic skills- an important part of a culture of behavior. The need for neatness, keeping the face, hands, body, hairstyle, clothes, shoes clean is dictated not only by hygiene requirements, but also by the norms of human relations. Teachers and parents must constantly remember that the skills instilled in childhood, including cultural and hygienic ones, bring great benefits to a person throughout his subsequent life.
Children should understand that following these rules shows respect for others, that it is unpleasant for anyone to touch a dirty hand or look at unkempt clothes. A sloppy person who does not know how to take care of himself, his appearance, and actions is, as a rule, careless in his work.
In order for children to learn cultural and hygienic skills, it is necessary that furniture and equipment comply with established physiological standards. In group and other premises, all conditions must be created for the successful development of hard work and behavioral skills: the presence of brooms for cleaning shoes before entering the kindergarten, brushes for cleaning clothes in the dressing room, mirrors and individual combs in the upper cells of towel racks and aprons for canteen attendants, etc.
The child’s desire to follow the required rule (eat carefully, wash hands until foam appears, etc.) is largely determined by the action associated with this feeling pleasant or unpleasant. Therefore, it is so important that dishes, bars of soap, brooms, dustpans, spatulas and other things and tools are beautiful and easy to use. An atmosphere of meaningful activity and rational order is a sign of a high general culture of a preschool institution. And it, in turn, is an important condition for the effectiveness of the educational process.
To make it easier for a child to learn new skills, it is necessary to make this process accessible, interesting and exciting. And this must be done pedagogically subtly, unobtrusively. At the same time, it is important for the teacher to take into account the age characteristic of children in the third year of life - the desire for independence.
Food culture often referred to as hygiene skills. But its significance is not only in fulfilling physiological needs. She has and ethical aspect- after all, behavior at the table is based on respect for those sitting next to you, as well as for those who prepared the food.
From preschool age, children must learn certain rules: Do not put your elbows on the table while eating; you need to eat with your mouth closed, slowly, chewing food thoroughly; treat bread and other products with care; use cutlery correctly. Mastering the culture of food is not an easy task for preschoolers, but it is necessary to develop these skills; we must ensure that children eat with pleasure, appetite and neatness.
During early preschool age, a child acquires many skills, mastering which requires some effort from him.
Repeated many times in various routine processes, such actions as independent dressing, combing one's hair, washing one's face, etc., bring joy to the child; children learn what, how and in what sequence to do.
To make it easier to master a certain skill, the actions associated with its acquisition are divided into several operations. For example, when washing, a child first rolls up his sleeves, then soaps his hands, rinses them thoroughly without splashing water, and wipes them dry.
The image of certain actions must be formed in the child’s mind before he begins their practical implementation. Therefore, you should first show the necessary action, and then train children in them.
One more thing to remember important feature formation of cultural behavior skills in children: as children master new actions I want to repeat them over and over again. In other words, kids turn these actions into games. The teacher, seeing this, joins the game and directs the child’s actions to consolidate the skill. By repeating the techniques of correct actions in this way, young children begin to perform them more carefully.
First of all, you should remember: at the initial stage of mastering a skill, you should never rush children; you must give them the opportunity to calmly carry out the actions they are mastering. Such an environment will help them maintain a positive emotional attitude. However, the need to meet the time allotted for routine processes remains. Therefore, it is necessary to skillfully direct children’s efforts to more purposeful actions. For this, indirect methods of warning encouragement are effective for this: “Look, children, how quickly and cleanly Tanya washed her hands. Now, Tanya, show me how you can wipe them,” etc.
Another very effective method mastering skills – use of games(with a doll, water, etc.). To strengthen the child’s skills, you should reward him for successfully completed tasks. To help kids learn dressing techniques, you can include large dolls with sets of clothes in the game. By putting on a shirt and pants, sandals, and a hat, children will quickly learn to dress themselves. Children's clothes must have loops sewn on them. This will make it easier to develop the skill of keeping clothes neatly.
It is advisable to conduct collective games-activities, games and exercises that help the teacher equalize the level of mastery of skills by each child. These activity games can include a variety of objects, toys (combs, handkerchiefs, cutlery, brushes and shoe stands, mirror, pictures, photographs, filmstrips, etc.). This helps to simultaneously activate the child’s visual and motor analyzers. The teacher shows each child imitating actions with real objects, which in an imaginary situation help the kids master practical actions in vital routine processes.
Actions demonstrated and mastered in classes as a result of constant exercises in everyday activities develop into stable skills of cultural behavior. In the future, children begin to use these skills in a wide variety of situations.
Pedagogical conditions for developing a culture of communication.
Methods and techniques for developing a culture of communication between children and adults and peers.
Communication culture provides for the child to comply with the norms and rules of communication with adults and peers, based on respect and goodwill, using appropriate vocabulary and forms of address, as well as polite behavior in public places and everyday life. A culture of communication presupposes the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the state of other people. Already from the first years of life, a child must understand when it is possible to run around and when it is necessary to slow down desires, because at a certain moment, in a certain environment, such behavior becomes unacceptable, that is, act guided by a sense of respect for others. It is respect for others, combined with simplicity and naturalness in the manner of speaking and expressing one’s feelings, that characterizes such an important quality of a child as sociability.
A culture of communication necessarily presupposes speech culture. A.M. Gorky considered concern for purity of speech an important weapon in the struggle for a common human culture. Speech culture presupposes that a preschooler has a sufficient vocabulary and the ability to speak concisely while maintaining a calm tone. Already in the early, and especially in middle preschool age, when the child masters the grammatical structure of speech, learns to construct simple phrases correctly, he is taught to call adults by name and patronymic, with “You”, the pronunciation is corrected, children are taught to speak at a normal pace, without tongue twisters or drawling words. It is equally important at the same time to teach the child listen carefully to your interlocutor, stand calmly during a conversation, look into the face of the speaker. During educational activities organized by the teacher, the behavior, questions and answers of children are largely regulated by tasks, content of material and forms of organization of children. It is clear that the culture of their communication in such processes is formed faster and easier. But it is equally important to cultivate a culture of communication in everyday life, in various types of their independent activities. On the other hand, mastering the culture of speech promotes active communication between children in joint games and largely prevents conflicts between them.
Communication is the main condition for the development of a child, the most important factor in the formation of personality, one of the main types of human activity, aimed at knowing and evaluating oneself through other people. Under communication understands the interaction of people, the direction of coordination and unification of efforts in order to achieve a common result (M. I. Lisina). From the first days of a child’s life, communication is one of the most important factors in his mental development.
In preschool age, four forms of communication between a child and adults successively replace each other. (according to the classification of M.I. Lisina):
- situational and personal;
- situational business;
- extra-situational-cognitive;
- non-situational-personal .
The content of communication, its motives, communication skills and abilities change. One of the components of psychological readiness for learning at school is being formed - communicative. The child treats adults selectively, gradually beginning to understand his relationships with them: how they treat him and what is expected of him, how he treats them: what he expects of them. The norms of behavior learned by the child in the family are reflected in the process of his communication with peers. In turn, many of the qualities acquired by a child in a children's group are brought into the family.
Interest in peers appears somewhat later than interest in adults. A child’s communication with peers takes place in various associations. The development of contacts with other children is influenced by the nature of the activity and the child’s skills to perform it.
Pedagogical conditions for developing a culture of communication:
- the teacher’s assessment of the child’s emotional manifestations: in what mood he most often comes to the group, how comfortable he feels in kindergarten;
- communication and interaction of a child with peers and adults: the ability to make contact, take into account the emotional state of a communication partner, follow the rules of communication culture, master gaming and communication skills;
- personal behavioral traits: goodwill, friendliness, activity;
- the teacher’s ability to correctly assess the individual characteristics of each child in order to select adequate tactics in nurturing a culture of communication and behavior.
A kindergarten group is the first social association of children in which they occupy different positions. In preschool age, various relationships manifest themselves - friendly and conflicting; children who experience difficulties in communication are identified here. With age, the attitude of preschoolers towards their peers changes; they are assessed not only by their business qualities, but also by their personal, and above all, moral ones. This is due to the development of children’s ideas about moral standards and a deeper understanding of the content of moral qualities.
The child’s relationship with children is also largely determined by the nature of the preschooler’s communication with the kindergarten teacher and the adults around him. The teacher’s communication style with children and his values are reflected in the children’s relationships with each other and in the psychological microclimate of the group. Thus, the success of the evolution of his relationships with peers has an important impact on the child's development. As a result, there is a unified system for the formation of the child’s communicative function and the development of his personality.
It is known that communication is carried out using various communication means. An important role in this is played by the ability to outwardly express one’s inner emotions and correctly understand the emotional state of the interlocutor. In addition, only in relationships with peers and adults is it possible to prevent various deviations in the development of a child’s personality. This involves taking into account the child’s characteristic forms of behavior in different situations, knowledge of the difficulties that arise in interpersonal communication.
A game - pedagogical alphabet of communication. It is of great importance in education, training and development communicative activities preschool children. The psychological impact of the game is the development of the basic mental processes, abilities of the child, volitional and moral qualities of the individual. The game develops the initial forms of self-esteem, self-control, organization, and interpersonal relationships among peers. The game develops various means of communication: movements, gestures, facial expressions, pantomimes, emotions, sensory skills, attention, memory, thinking and speech.
The goal of the game, two aspects of the goal: informative(learning how to operate with objects), educational(teaching ways of cooperation, forms of communication and relationships with other people). There are game rules: rules of action and rules of communication. The teacher must carry out the correct selection of games in accordance with the age of the child, their implementation and analysis of the results. He should use such types of psycho-educational games for preschool children as fun games, role-playing games, task games, competition games, individual and joint games.
The pedagogical influence of the teacher during communication with the child: direct(explanation, demonstration, instruction, approval, censure, etc.), indirect(through other persons, a game, a fairy tale, a song, music). Emotionally positive forms of communication should be used. Expressive movements (facial expressions, pantomimics, vocal facial expressions) - a motor component of the expression of various emotional reactions, emotional states, play an important role in the process of communication.
Must be used techniques for teaching expressive movements: playing sketches with sequential study of poses, gait, etc.; dramatizations using various emotional states; children’s recognition of emotions, their analysis and comparison; method of use aids communication in the process of teaching children the skills of adequate perception and expression of emotions, strengthening certain types of non-verbal communication: facial expressions in drawings, pantomiming in drawings, free and thematic drawing, musical accompaniment.
All this develops a culture of communication between children both with adults and with their peers.
and children's opportunities.
The culture of activity is manifested in the child’s behavior in classes, in games, and while performing work assignments. To form a culture of activity in a child means to cultivate in him the ability to keep in order the place where he studies, works, and plays; the habit of finishing what you start; treat toys, things, books with care.
To determine what has been achieved in fostering a culture of activity, you can use indicators such as the child’s ability and desire to work, interest in the work performed, activity, independence; manifestation of volitional efforts in achieving the required result; mutual assistance in a group of peers.
Already at preschool age, children should gradually develop moral and volitional aspects of behavior. As a result, children over four years of age are increasingly beginning to be guided in their actions by the motive of social benefit: quickly restore order in the group or help a new person get dressed so that everyone can go for a walk together on time; make crafts for the game, as a gift for mom, kids.
An important task of moral education is the formation of psychological readiness for work in preschool children. Interest in what adults do in kindergarten, at home, willing fulfillment of instructions from the teacher, nanny, parents, feasible activity, and then independence in dressing, eating and other routine processes can be cultivated already at the age of 1.5-3 years.
This can be achieved provided that the age-related activity of children is taken into account and the problem of developing their strong independence in everyday life(in self-care), in games and in classes. Independence is the most important quality of a developing personality, its need. If this is not taken into account, by the end of the third year the child may experience a “crisis of behavior”, expressed in outbursts of negativism and whims.
Regular processes - washing, dressing, sleeping, eating, etc. — provide favorable opportunities for developing a culture of behavior. Repeated many times, they greatly influence the child’s sense of time, necessary activity, and independence in behavior.
As the relevant skills are consolidated, the “sphere of independence” of children gradually expands. So, when getting ready for a walk, you need to not only get dressed yourself without being distracted, but also help your friend. And how nice it is to ask a friend, thank him for the service and offer your help: “Valya, please tie a scarf for me... Thank you... Now let me tie it for you!”
From time to time, the teacher must specifically vary the environment in which children eat, wash their hands, and dress:
Children, today we celebrate the birthday of Sveta, Valerik and Tolya! We will arrange the tables in one line; Let's put fruits and sweets in vases.
Such variability of conditions gives the acquired skills greater flexibility and awareness, and thus improves the entire system of the child’s moral behavior.
In the fourth year of life, children continue to develop independence and the ability to overcome minor difficulties. More complex requirements are imposed on the performance of actions during regime processes (together with adults, setting tables, preparing various materials for games and activities). Gradually, children are given more and more independence, bypassing the demonstration of actions, and the opportunity is created for independent exercise in cultural behavior.
Observations show that not all children maintain order in the group: knowing that toys need to be put away in “houses,” they are still not put away. Some children do not always do this, even after a reminder from the teacher. If the teacher, using a playful technique, says, for example: “Guys, the car is not in the garage, it will get wet in the rain, let’s put it away,” and he himself gets involved in game process, children respond more readily. In other words, an adult, attracting various means and using various shapes, should subtly and unobtrusively, but persistently encourage children to take action until they get used to doing the work independently.
Children develop not only in everyday activities and work, but also in the conditions of learning in the classroom. An important indicator of a culture of activity is a natural craving for interesting and meaningful activities.
It is important that the pedagogical task and the methodology for solving it correspond the actual level of development of the child, their age-related capabilities. If the task is too simple or too difficult, then the child will lose interest in it. An important role when conducting classes with young children is played by the objects and aids that the teacher uses in the lesson. They should be bright, attractive, and arouse the interest of children.
But for young children it is not enough just to see an object. They always have a desire to touch it, examine it, act with it. That is why at an early age the leading method of teaching is visual and effective. When using this method, children are given the opportunity not only to watch, listen, but also to act with the object, answer questions, i.e. show activity, independence, and an emotional attitude to the subject.
The effectiveness of classes is determined by the ability of children to apply acquired knowledge in independent activities.
When forming a culture of communication and behavior, it is necessary to adhere to certain stages:
Stage I: Diagnostics of the formation of levels of behavioral culture.
Method No. 1. Study of communication skills.
Target: identify the development of communication skills in children.
Methodology No. 2. Studying the organizational skills of children in joint activities.
Target: to find out the degree of development of a child’s organizational skills in joint activities with peers and the influence of these skills on relationships with peers.
Method No. 3. Studying communication culture skills.
Target: identify the child’s communication culture skills, find out what relationships predominate in communication with peers, how often conflicts arise and how the child resolves them.
Methodology No. 4. A series of conversations on the topic “Culture of behavior and speech of children.”
Target: identify children’s knowledge about the culture of behavior in various situations, give in to each other, give up their desires in favor of a friend; identify children's understanding of the words friendship, camaraderie, honesty.
Stages II–III: Objectives, content and methods for developing a culture of communication and behavior, the process of their formation.
Table 1.
Pedagogical methods and techniques
formation of a culture of communication and behavior
in various types of children's activities.
|
Tasks |
Cognitive activity |
Play activity |
Independent activity |
|
Identifying the development of children’s behavioral skills and respectful attitude towards people around them. Develop and educate conscious, mutually benevolent |
“In the world of polite words”, “Acquaintance”, “Cultural environment”. |
D/i “Polite cat”, “Good and bad”, “Bring me some water”. |
"Box of good deeds" |
|
Tasks |
Cognitive activity |
Play activity |
Independent activity |
|
relationships with peers. |
word". |
Game "Merry exchanges"; |
Watching the cartoon “Snow White and the Seven Dwarfs”; |
|
Introduce traditional greetings, develop the skills of polite conversation on the phone, develop the ability to get rid of bad habits and promote the formation of useful habits, develop good, warm relationships between children. |
Lessons: “Morning greeting”, “Polite conversation on the phone”, |
D/i “Tease, offend”; |
“Individual exhibition of drawings of each child”; |
|
To develop cultural behavior skills in everyday life. Learn to express your opinion on the implementation of the rules of cultural behavior. Find definitions to evaluate the behavior of real people. Learn to treat others with care and patience. |
Classes: “Cultural Man”; |
S/r. game “Guests are always welcome”; |
Consideration of illustrations for the works of S.Ya. Marshak; |
|
Teach to see the connection between your actions and the actions of adults. Introduce the rules of relationships between people. |
“We and adults”; “Visiting Masha”; |
Collective games with dolls; |
Game "Ladushki"; |
|
Tasks |
Cognitive activity |
Play activity |
Independent activity |
|
family relationships. Teach children appropriate forms of behavior. |
literature; "About friendship"; "Brothers and sisters". |
water"; |
K. Chukovsky “Moidodyr”; “What does a child like”; |
|
To form in the child the confidence that adults love him, like all other children. Strengthen the skills of caring for things. Develop the ability to get rid of bad habits and promote the formation of good ones. Teach to restrain negative impulses, avoid conflicts, find words to evaluate behavior |
“Guests are always welcome”; |
“Dominoes - How to do it right”; “Let’s give Katya some tea”; "Kindergarten"; "Polite Brook"; |
Independent examination by children of books with drawings by E. Charushin; |
|
Learn to treat others with care and patience. |
Lesson: “Tease, offend”; “I am a passenger”; |
Creating a problematic situation. |
Postcards cut in half “Best acquaintance”; |
At the same time, when organizing the educational process in various types of children's activities, the teacher can adhere to the following sequences in children’s mastering the rules of culture of communication and behavior:
1st step. Drawing children's attention to the problem, to the appropriate rule and method of behavior.
The teacher's task: arouse in children interest in the behavioral problem and a desire to resolve the situation.
Teacher actions: introduction to the situation, a story from a teacher or game character, showing a dramatization, video, picture.
2nd step. Discussion with children about the problem (events, situations).
The teacher's task: make children want to speak out and turn to their personal experience in a similar situation.
Teacher actions: posing problematic questions, appealing to children’s feelings and experiences, using examples from personal experience(children in the group, the teacher himself, children from another kindergarten), targeting various options solutions to the problem (what to do).
3rd step. Formulating rules of behavior in similar situations and circumstances.
The teacher's task: Encourage children to independently formulate a rule and list appropriate behaviors.
Teacher actions: support children's independence, encourage active expression, offer different options for discussion, and give the final formulation of the rule.
4th step. Visual recording of the rule and how to implement it.
The teacher's task: awaken children's imagination, activity in searching for a form of visual recording of the rule and ways to implement it.
Teacher actions: Encourage children's initiative and activity, offer various materials for the implementation of children's plans and proposals (paints, felt-tip pens, stencils, pictures, symbolic images).
5th step. Practical enactment of communication situations or behavior related to the implementation of a rule.
The teacher's task: Exercise children in practical implementation of the rules to resolve the situation.
Teacher actions: create a problem-play environment, involve children in a communication situation, provide, if necessary, support in choosing a way to resolve a problem situation, and include them in the discussion.
6th step. Emotional ending of the situation.
The teacher's task: consolidate the positive emotional impression of children, aim at independent implementation of the rules in communication and behavior.
Teacher actions: express your satisfaction with the children’s actions and end with an emotional moment - a song (for example, “A smile will make everyone brighter”) or a general game.
Stage IV: Interaction with parents to form a culture of behavior in children.
Communication between teachers and parents plays an important role in organizing interaction. Parents need to be constantly kept informed of events, creating opportunities to familiarize themselves with the work of the kindergarten in open classes and when attending various general events; post information in the “Parents Corner”; organize special expositions and exhibitions of children's works.
Positive results in developing a culture of behavior in children are achieved through a skillful combination of different forms of cooperation between educators and parents. In this case, it is advisable to use both traditional and new forms of work.
Parent meetings Group and general sessions are held. At meetings, you can inform parents about the achievements and problems of children related to their assimilation of the norms and rules of a culture of behavior.
Conversations. Most often, the subject of conversation can be children's fears, the attitude of peers towards the child, the moods and tastes of children, their interests and needs. We can recommend the following conversation topics:
- “What is friendship for?”
- “How to avoid quarrels?”
- “What is the child afraid of?”
Individual and group consultations. Parents can be invited to group consultations different groups having the same problems. The goals of the consultation are for parents to acquire certain knowledge and skills; helping them resolve problematic issues.
Cooperative activity. You can organize a variety of joint activities between children, parents and teachers. The experience of organizing such work with parents shows efficiency and effectiveness in creating a culture of behavior.
Subject:
- staging general performances;
- production of collective panels on certain topics, etc.
Trainings. A new and effective form of working with parents. An invitation to parents to discuss a situation together.
Subject:
- “Your child sometimes doesn’t clean up his toys.”
- "Toys in a child's life."
- "Exhibiting family photographs."
In the process of working with parents, the teacher achieves unity in solving educational problems, in using means and methods of influencing children and providing great assistance in developing a culture of behavior in preschoolers. Indicators of the effectiveness of the work carried out will be an increase in the activity of parents in discussing issues of education in conversations, their numerous questions to the teacher, discussion of examples from their own experience, the need for individual consultations, and, as a result, positive results in the formation of a culture of behavior and moral character of the child.
Guiding children's behavior must combine control with the idea of reasonable independence. Only then do habits of moral behavior arise. It’s one thing when a child behaves as he should because he is under the attention of a teacher, and quite another when he behaves the same way in his absence. Only in this case can we consider that the rules of behavior have become the norm for the child. Gradually, children develop the habit of following the requirements of culture both in personal behavior and in relationships with other people. As a result, older preschoolers acquire the necessary social competence, which indicates their readiness to apply the acquired cultural skills and social and value concepts in the new conditions of schooling.
REFERENCES.
- Bure G.S., Ostrovskaya L.F. Teacher and children. - M., Education, 1979.
- Fostering a culture of behavior in preschool children. S.V. Peterina. - M.: Education, 1986.
- Preschool pedagogy with the basics of methods of education and training / Ed. A.G. Gogoberidze, O.V. Solntseva. – St. Petersburg, Peter, 2013.
- Moral education in kindergarten / Ed. V.G. Nechaeva and T.A. Markova. - M., Education, 1984.
- Shipitsyna L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. The ABC of Communication. Development of the child’s personality, communication skills with adults and peers. - St. Petersburg: “CHILDHOOD-PRESS”, 2003.
Methods and means of instilling a culture of behavior in primary school students.
The culture of behavior is one of the most pressing and complex problems that must be solved today by everyone involved with children.
Children must be able to manage their behavior and plan their actions based on primary value concepts, and comply with basic generally accepted norms and rules of behavior. The gradual expansion of specific situations in which different rules are applied makes it possible to form certain forms of behavior that are familiar to the student; the child’s character, his moral, communicative, cognitive, aesthetic and physical potentials are also formed. But this process itself is very complex, requiring time and some effort.
To develop skills and habits of cultural behavior, it is necessary to take care of organizing exercises in actions. Exercise is not just repetition. It requires that the student knows what he can do and what he can’t; sought to master some action. For successful consolidation, it is necessary that repetition be accompanied by positive emotions. This is both the tacit approval of an adult and the emotional encouragement of comrades. The student himself must want to do the right thing. In other words, education must be associated with self-education.
Classes on behavioral culture are held, as a rule, outside of class time, but during the lesson the teacher has the opportunity to work on mastering knowledge, developing skills and habits. When working outside of class, the teacher does not lose sight of how well the rules of the previous lesson have been learned, how fully and clearly they are manifested in the activities and behavior of students. The combination of systematic work on the rules, carried out in special classes, and the daily work of the teacher is an important condition for the successful development of a culture of behavior. If during a lesson students see a scene: a teacher is walking with a heavy bag, and the students walking next to them do not think to help, then, of course, this scene will not form a skill. But it will help students look at themselves from the outside, evaluate their behavior, and draw a conclusion for themselves. And, probably, then, in a specially or accidentally created situation, the student will think and determine his behavior.
Taking into account the situational nature of student behavior, it is necessary to diversify the conditions in which students must exercise and follow certain rules of behavior.
Most often, when conducting a lesson, demonstration, dramatization, conversation, and reading fiction are used in a reasonable combination.
By nature itself, a child has the desire to play out as many complex and varied situations of the adult world as possible in order to understand it.
Therefore, lessons on behavioral culture can be conducted in the form of a game.
In the process of preparing for the game, students themselves make the necessary attributes and equipment, which provides additional opportunities for communication and living through the situations discussed in the lesson. Games are played with all students or with a group; the whole class or even several classes can take part, which creates an additional, new situation.
All this complex, enormous work must be carried out in close contact with parents, explaining to them the correct methods of education and agreeing on a single line of pedagogical influence.
The most important thing is to involve parents in systematic monitoring of compliance with the rules of cultural behavior in everyday life.
Traditionally, there are 3 aspects of school maturity:
a) intellectual, b) emotional, c) social.
In our case, the social aspect is especially important, which means the student’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups based on rules and norms of behavior.
The ability to communicate, or communicative abilities, are defined as individual psychological characteristics of a person that ensure effectiveness of communication and compatibility with other people. Communication ability includes:
1. “I want” - the desire to make contact;
2. “I know” - knowledge of norms and rules of behavior;
3. “I can” - organization of communication.
The formation of 1 aspect of “I want” is associated with some difficulties that arise in almost every student. These are slowness, stubbornness, fears, lies, etc. An important role here is played by the student’s position in relation to others and himself.
There are 3 main positions:
1. Selfish - when the student is completely indifferent to other students. It is not difficult for such a child to push, offend, insult. Of course, they don’t like such students, they don’t want to play with them, or be friends with them. Ultimately they are left alone.
2. Competitive - the child understands perfectly well that it is important to be valued and respected, for this you need to do everything correctly, be friends with everyone, and not offend anyone. In a peer, such a child sees only a competitor who needs to be surpassed, because the successes and achievements of others cause him envy, resentment, and grief because he is not the first. This line of behavior will most likely remain and will only become stronger.
3. Humane - the child willingly helps others and knows how to empathize. Treats others as valuable individuals.
Knowing and taking into account the above circumstances, adults need to be helped to go through the difficult path of developing communication more painlessly.
The easiest way to develop this is through play.
For example: Game "Magic Chests".
The child is asked to think about what his mood is now, how he feels. Then ask him to add up all the negative emotions: resentment, sadness, anger, fear into magic chest and throw it away. At the same time, from another chest (it is bright, colorful) one can take for himself those positive emotions that he himself wants and would like to give to others.
Rules play a big role in regulating a child’s behavior. Familiarization with the rules serves as a means of developing obedience and discipline, friendly relations, and a culture of behavior in society. At the same time, in practice it is discovered that the second aspect of “I know” and actual behavior diverge, which indicates the formal assimilation of the rules of behavior in society.
In this regard, it is important to raise the question of cultivating a conscious attitude towards the rules of behavior, which should include three interrelated components:
Knowledge of the rules;
Understanding their fairness, awareness of moral value and personal significance for oneself and for others;
Compliance of actions with known rules and self-regulation of behavior.
Observations of the behavior of students in real life show that it is not always easy for them to act according to the rule, to overcome their reluctance to act in accordance with moral standards. The student must be able to organize communication, therefore the formation of the 3rd component - “I can” is associated with the development of his emotional-volitional sphere.
I conducted two social experiments. In the first one, I checked responsiveness and desire to help: students play with enthusiasm, write, someone just communicates, etc., at this time I enter the office and “accidentally” scatter notebooks near the students. The results are as follows: out of 17 students, two helped lift the notebooks, four sat and laughed, the rest were ignored. In the second social experiment, I tested the politeness of students: at the entrance to the cafeteria, I counted the number of students who said hello. Result: out of 40 people, 8 said hello, the rest were ignored.
It is necessary to conduct a conversation afterwards, analyze the actions of the students, find out the motives that prompted the children to act in one way or another.
The everyday “method of ethical charge” helps both the educator and students cope with difficulties throughout the day. The teacher begins the school day and at the same time expresses confidence that the students will be friendly, attentive and compliant, that they will not offend anyone, and that no conflict situations will arise in the class. By giving such parting words, the teacher himself tunes in to understanding and being friendly towards the children. At the end of the day, the teacher conducts an ethical five-minute. He analyzes the conflicts that have arisen and teaches the children to find ways out of them. Students, with the help of the teacher, try to figure out how to avoid a negative situation and how to reconcile those in conflict.
Students develop the habit of evaluating their own actions from the standpoint of benevolence and respect for another person. They begin to realize the moral basis of relationships towards man, society, the Motherland, nature, and themselves.
