“Formation of moral qualities in children through speech development” project on speech development (senior group) on the topic. Spiritual and moral education and development of children's speech through the synthesis of arts Moral education through folk tales

Sections: Working with preschoolers

GOALS:

1. Develop children's speech;
2. Learn to convey the character and mood of the hero through voice intonation;
3. Cultivate love and feelings of responsibility for your heroes, for the assigned task (beautifully show the fairy tale to the audience);
4. Develop observation skills creative thinking, the ability to see spiritual meaning in real events.

We understand that man is not only a social being, but also a spiritual one. This should be remembered in the process of education, without leaving the spiritual side child development out of sight, but filling it with traditional spiritual ideas and images.

Tasks:

• to acquaint children with the spiritual and moral traditions of the Russian people, with the peculiarities of holding holidays;
• form an initial idea of ​​the spiritual world;
• introduce children to works fiction;
• cultivate an attentive, respectful, merciful attitude towards loved ones;
• cultivate love and caring attitude towards flora and fauna;
• cultivate respect for work and careful attitude to the results of work.

SUBJECT:“Come, spring, with joy”

Reading poems about spring with an assignment.

SOFTWARE CONTENT:

Listen to the poems and guess what time of year they depict.

Conversation about the weather: “Finish what I said.” Children finish the line started by the teacher.

Develop attention and creative imagination.

DEVELOPMENT ENVIRONMENT:

Pictures with spring landscapes, pictures with various natural phenomena.

PROGRESS OF THE CLASS

1. I read the poem “Spring” by Ladonshchikova:

The evil blizzard has passed away,
The night has become shorter than the day
A warm wind blows from the south,
The drops are falling, ringing,
The sun, warming the earth,
Ice is driving away from our river.
The snow woman is melting
And tears flow in streams.
and “Spring” - Analieva
Again there is no rest for the streams -
Day and night they murmur in the bushes.
The golden sun is walking
In pure, pure clouds.
Rays pour on the forest and meadow
And all the flowers around
Pink, blue, light blue, red
As one beautiful,
Although very different.

What time of year do you think these poems are talking about?

Why do you think so?

What other ones? signs spring do you know?

(The first thunder, the first rain, gardens bloom, birds fly in, ice on the river melts, icicles melt, “ring”, first leaves, first flowers, etc.)

2. Game “Spring words”

“I’ll name the words, and you guess what I’m talking about.”

Blue, clean, clear, spring, cloudless - (sky)

Bright, golden, warm, affectionate - (sun)

Spring, ringing, transparent, cold - (drops)

Cold, bright, sunny, spring, fine – (day)

First, young, green, sticky - (leaves)

Migratory, wintering, spring, busy, singing – (birds)

White, fluffy, curly, floating across the sky - (clouds)

3. Now we will play the game “Finish the sentence” (with a ball)

A golden thing came out from behind the clouds...

It blew warm, spring...

The first ones appeared on the trees...

Spring is ringing...

It melts on the rivers...

The first ones arrived...

4. Now find in the pictures the spring phenomenon that you like best, which we just talked about and tell (summarize) about it based on the picture. (children find what they like and generalize what was said earlier).

And so... (in the spring the first flowers appear, etc.)

And now, so that spring comes faster, we will call it:

Spring, spring,
Open the gate.
Come quickly
Warm our earth.
Sunny, show yourself
Red, gear up.
Hurry up, don't be shy,
Warm us guys up.
Bring on spring
Cold - drive away winter!

Publication date: 12/18/17

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

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

V.A. Sukhomlinsky

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

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

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

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

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

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

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

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

Relevance

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

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

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

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

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

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

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

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

Educational possibilities of Russian folk tales

in the moral development of children.

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

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

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

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

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

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

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

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

Familiarization methods preschoolers with a fairy tale.

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

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

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

Formation techniques perception of a fairy tale.

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

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

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

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

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

Stages of working with a fairy tale.

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

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

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

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

The educational process can be realize:

1. During the course directly educational activities;

2. During regime moments;

3. In progress joint activities teacher with children;

4. When organizing independent children's activities.

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

Study of innovative methods and technologies

"Fairytale therapy as innovative technology spiritual and moraleducation».

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

Selection of didactic games. Drawing up a long-term plan. Preparing material for work.

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

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

Consultations for parents: subject

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

Consultations for parents: subject

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

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

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

Consultations for parents: subject .

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

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

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

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

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

Consultations for parents on the benefits of homemade reading.

Joint activities with children: Reading fairy tales of the peoples of the world. Hosting an event "A Journey Through Russian Folk Tales". Listening to audio fairy tales.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

List literature:

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

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

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

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

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

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

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

MBDOU "CHERLAKI KINDERGARTEN No. 9 combined type"

"SOCIO-MORAL

EDUCATION THROUGH SPEECH DEVELOPMENT.”

CONDUCTED BY: TEACHER SHIKHOVA N.YU.

Software tasks:

To develop children’s ability to determine people’s moods based on a schematic image of their eyes.

Develop a dialogical form of speech, stimulating children’s own statements, which are the basis of cognitive communication; develop the ability to coordinate adjectives with nouns in gender, number, and case.

Expand children's knowledge about the benefits and harms of health.

To consolidate knowledge about age and gender characteristics in a person’s appearance.

Cultivate interest in your own personality.

Material: doll, screen, telephone, microphone, easel, markers (2 packs). Tape recording: “Attention! Wanted!

Progress of the lesson:

A recording sounds: “Attention! Boy wanted! Special features: red hair, blue eyes. Dressed: red shirt with polka dots, blue pants. The finder or the one who saw him is asked to call: 2-5-5, repeat phone 2-5-5.”

Educator: Guys, look, isn’t there such a thing among us? (children examine and compare). (The teacher draws attention to the doll.) - So here he is, look, does he look like the one they are looking for? (children's reasoning)

The teacher turns to the doll.

Playback: Are you lost?

Kuzya: No, I just came to visit you. Hello! (children say hello)

Vosp.: What is your name?

Kuzya: My name is Kuzya. And you?

Vosp.: My name is Natalya Yuryevna.

Kuzya: Very nice.

Vosp.: Do you want to meet the guys?

Vosp.: What is your name? (asks several children)

Kuzya: You are all so alike that I cannot distinguish you and remember you.

Vosp.: No, Kuzya, you are mistaken, all people are different and we will tell you now

let's prove it. Guys, let's play the game: “We are different”

(children stand up, teacher names the child). Look and tell me which of the guys

the highest, the lowest.

Who blonde hair(step forward).

Who dark hair? (2 steps forward)

Who has rubber bands on their heads? (raise hands) - Who has buttons on their clothes? (hands forward)

Who has red in their clothes (sit on the chairs).

Vosp.: Now, Kuzya, you see that every person has something that others do not have. Kuzya: Yes, of course!

Vosp.: Therefore, all people are different. Do you know how people are similar to each other? Kuzya: No!

Vosp.: Do you guys know? (legs, arms, face, etc.) But if you look closely, these parts of the body differ from each other in different ways. For example, eye color. What color are eyes? (children's answers: blue, green, brown). Brown eyes are called hazel. - That's right, eyes are not only different color, but also express the mood (card on the board). - Look at the board, what is it? (children: eyes)

Look at the first pair of eyes (second, etc.). What mood do they convey?

Children: sad, happy, angry, surprised.

Vosp.: Kuzya, you know, when we look into each other’s eyes, we can see that the person is tired, happy, sad.

Vosp.: Why are we crying?

Kuzya: I know when it hurts me I I'm crying.

Vosp.: And when else?

Children: sad, painful, happy, etc.

Recall: There are tears of joy and tears of sadness. When a person cries, it is

good or bad? (children's assumptions)

Vosp.: This is good, because tears cleanse the eyes!

What can damage your vision?

Children express their guesses.

Kuzya: How interesting, you have to remember everything! But I know something interesting

poem.

Slap, splash on the lawn

They don't see anything!

Vosp.: Oh, what an interesting poem! Let's repeat it.

(Children get to their feet, imitate movements in accordance with

poem).

Vosp.: By the way, people’s noses, Kuzya, are also different. Look.

(Draws attention to the diagram on the board).

What are the shapes of noses?

Children: long, short, sharp, with a hump, snub nose.

Vosp.: Kuzya, do you know what the nose is for?

Kuzya: To keep glasses.

Vosp.: Guys, do you know?

(children's answers)

Playback: Correct, for detecting smell, inhaling air and

plays an important role in communicating with each other.

What kind of nose does the arrogant one have in Kuzin’s poem?

(children's answers)

Why is it bad to turn up your nose?

Kuzya, do you know what you need to have in your pocket so that your nose is always there?

Kuzya: No.

Children: handkerchief.

Vosp.: Guys, what other parts of the face can you name?

(game suggested: “Draw a portrait”: 2 teams, one draws a boy,

the other is a girl. At the teacher’s command: 1st – nose, 2nd – eyes, etc.).

Playback: Kuzya, check it out.

Let's give them names.

Kuzya: Can I name them? (gives names)

Playback: There are also boys and girls in our group.

Kuzya: I I would like to get to know the guys better, can I borrow from them?

interview?

Play: (picks up a doll with a microphone) Come on, Kuzya, ask questions, and

the guys will answer.

Are you a boy or a girl?

How old are you?

Who do you look like?

Are you a granddaughter or grandson?

Whose granddaughter are you?

What will they call you when you grow up?

And you? (2-3 children).

What will you do if you don't have a friend nearby?

Kuzya: I really want to have friends. Can I be your friend?

Vosp.: Guys, we played with Kuzya so much that we forgot, because someone is looking for him.

Do you remember the phone number? Let's call (child calls).

Kuzya thanks the guys for learning a lot from them.

Vosp.: And you come to visit us again, but just let your mother bring you

Conference: Modern educational processes in preschool educational institutions

Organization: BDOU "Kindergarten No. 207 combined type"

Locality: Omsk region, Omsk

"No one can be eloquent without being

virtuous. Eloquence is the voice

inner perfection."

Vinogradov V.V.

The problem of speech development in preschool children is gaining increasing social importance, since speech is a convincing indicator of the spiritual culture of an individual. The formation of civil society in Russia, the deepening of the processes of humanization of culture and education, the beginning of the process of revival of spirituality, a return to the origins and traditions of national culture will transform it towards a more complete use of wealth oral speech, attention to the personality of the interlocutor. Speech is inseparable from moral and ethical beliefs and, quite naturally, the process of teaching children to speak in our speech therapy group is aimed not only at the child’s mastery of grammatically correct speech, but also at the development of his spiritual culture.

The goal is the formation of a spiritual and moral culture of speech in children of senior preschool age through familiarization with sociocultural norms and traditions.

Tasks:

1. Create conditions that activate the child’s speech practice, promote versatile speech and aesthetic development personality.
2. To form the foundations of a spiritual and moral personality through interaction with parents and society.
3. To instill in children a conscious attitude towards their native word.

Difficulty of various speech disorders lies in the fact that they lead to other violations, in particular, a violation of the communicative sphere. And with each new intake of children into the group, the issue of their communication with each other and with adults is very acute. Children come from different groups and even kindergartens, there are children who have never gone to kindergarten, it is difficult for them to communicate with each other due to speech disorders, due to psychological characteristics(shyness, aggressiveness, conflict, isolation). Such children need special attention from loving and caring adults who believe in their strengths and capabilities and support them with their love. Preschool teachers try to create comfortable conditions for each child in the group.

Developing subject matter spatial environment in groups into certain zones or centers, which, if desired and necessary, can be easily transformed. They are equipped with a large number of educational materials (books, toys, creative materials, educational equipment, etc.). All items are available to children. The equipment of the centers changes in accordance with thematic planning educational process: artistic and creative corner, book corner, musical and theatrical corner, nature corner, experimental, design, educational and speech, center for role-playing games. The first topics of study are the ones that are closest to them, “Me and my family,” where we play with the children the situations “Evening in the Family,” “Holiday in the Family,” games “Mothers and Daughters,” and “My Family.” In the series of conversations “Whom we call kind (polite, honest),” some human qualities that facilitate communication are discussed with children. Together with teachers, rules are developed on how to develop these qualities in oneself. To develop the sphere of communication, we organize games “Magic Dream”, “Snail”, “Compliments”, “Palm to Palm”, “Blind Man and Guide”. These games also help children develop trust in each other. The game has great educational and educational significance for the child. And not only a game in the proper sense of the word, but also all types of activities that in folk tradition have the nature of a game (rites, holidays...), such as caroling, Christmas, Maslenitsa. Their peculiarity is a moral basis that teaches children social harmonization. Living with children on people's favorite holidays, teachers influence the emotional sphere of children, leaving a deep imprint in their memory.

Carrying out the speech development of children in the classroom, teachers rely on knowledge of the characteristics of communicative activity, since the acquisition of language and speech occurs most effectively in the process of communication. Communication activities require contact with other people, in which the child relies on feedback. Educators have developed a series of classes on speech development and familiarization with the environment, which, along with the educational task, carry a great moral load. For example, the classes “Help Dunno”, “Visiting Grandma and Grandfather”, “Fedorino’s Mountain”, “Visiting Lesovich”, “Eternal Glory, Eternal Memory”, “Let’s Help the Birds” and others instill in children a sense of responsibility and empathy , love for family, your homeland. Communication is considered as a practical activity, be it communication on a physical, mental, material or spiritual level. An active approach to speech development is based on the following principles:

The interaction of moral, intellectual, artistic, aesthetic and speech development in the process of familiarization with fiction.

The development of speech is the development of personality based on the spiritual wealth that permeates the Russian language. Therefore, educators select literary works according to moral criteria. These are fairy tales, nursery rhymes, works of Russian writers and poets. Fairy tales are one of the most ancient means of moral, aesthetic education children. Using fairy tale therapy as a method, educators choose one of many ready-made stories that are suitable for a specific situation, or they can come up with their own so that it most fully corresponds to the task. Fairy tale therapy not only teaches children to distinguish between what is good and what is bad, but also allows us to better understand the child’s inner world.

The relationship between work on speech development and all other activities.

Work in preschool groups is organized according to “Thematic Weeks”, so all types of activities are covered. For example, while studying the topic “Our City of Omsk,” teachers introduce preschoolers to the symbols of the city, teach poems about their hometown, sing songs with the children, draw the Tara Gate, a fire tower, and their own streets. They conduct conversations for children “My city is the most beautiful”, “Why I love my city”, “Heroes are Omsk”, “Sports pride of Omsk”, “Literary Omsk”, etc.

Usage complex classes also helps children to understand the topic more deeply, to express themselves, if not in drawing, then in singing and storytelling. Studying the topics: “My family”, “Defenders of the Fatherland”, “Professions”, “ Mom's holiday", educators necessarily attach great importance to increasing the vocabulary of children by explaining unfamiliar words, their historical meaning, and concern folk traditions and origins. Public education has one more advantage - it very chastely and unobtrusively prepares boys as men as protectors, and girls as women as mothers.

A variety of methodological forms and techniques that stimulate creative speech activity

This is the creation of speech situations, retelling, dramatization of the text, movements with words, listening to audio recordings, excursions and observations, project activities. The practical orientation of work on speech development, bringing it closer to real life situations.

Teachers with children are preparing Greeting Cards for the holidays of moms and dads, veterans. They perform at concerts with poems and songs for the elderly, veterans, children of younger groups, parents, and make little books for children of early age groups. They collaborate with the Vladimir Mayakovsky Library and the Nizhyn Gerontological Center.

Systematic nature of improving children's speech

Speech development is ongoing both in and outside of class. During games, special moments and at home. Much attention is paid to working with parents. Caring for a child is not only about getting his daily bread; what is much more important is that the soul of a person, the soul of a citizen, is formed in childhood.

Increasing the requirement for the culture of oral and written speech, paying attention to language as a cultural value and an indicator of good manners, consultations are held for parents: “Your speech is an indicator of culture,” “Speech as a means of communication between people.” A survey of parents is being conducted “What helps and what prevents your child from communicating with others.” Instilling in children interest and love for their hometown as a small Motherland, parents were asked to colorfully design a “Weekend Itinerary”, where, in addition to providing information about our city, teachers gave recommendations on where to take the child and how to tell him about the sights hometown. Together with parents, work is underway on the projects “My beloved city on the Irtysh” and “Journey to the country of beautiful, literate speech.” Open events are held for parents, “Holiday native language", "Pushkin Ball", "Mother's Day", "Defender of the Fatherland Day", "Elderly Person's Day", "Psychological Marathon", where parents can hear a sample correct speech, to see how children adapt to society.

The formation of the spiritual and moral culture of speech of preschoolers through the development of speech is a process of mastering speech and its mechanisms that constantly occurs throughout a person’s life in direct connection with the spiritual development of the individual. By introducing children to sociocultural norms, traditions of the family, society and state, cultivating in children a conscious attitude towards words, creating conditions conducive to speech development, involving parents as full participants in the pedagogical process, laying the foundations of a moral and spiritual personality, educators thereby form the spiritual moral culture of speech of every preschooler.

Literature:

1. N.V. Klyueva, Yu.V. Kasatkina “Teaching children to communicate”, Academy of Development, Yaroslavl, 2005;
2. N.E.Veraksa, A.N.Veraksa " Project activities preschoolers" Mosaic-synthesis, Moscow, 2014;
3. T.A. Shorygina “Conversations about good and bad behavior”, Creative Center, Moscow, 2011;
4. L.V. Mikhailova-Svirskaya “Working with parents”, Education, Moscow, 2015.

Annotation. The article describes the experience of working on the development of moral qualities in children with general speech underdevelopment (ONR).

Key words: morality, general underdevelopment of speech.

Today's children sometimes do not appreciate or respect the work of others, treat adults with disdain, and do not know how to behave on the street, in public places, or at home with their neighbors. The role of an adult in raising a child becomes more and more complex every year. The formation of moral qualities is a long process that requires significant effort on the part of parents and teachers. Children, especially in early age They almost do not accept frank instructions and edifications. And through play activities it is easiest to teach a child high moral qualities.

Having set ourselves the task of developing moral qualities in preschool children, we began work with the selection and study methodological literature, experience of preschool institutions on this problem. At the beginning of the year, diagnostics were carried out using the method of G. A. Uruntaeva "Diagnostics of preschool children" . We chose conversation and experiment as diagnostic methods. To determine the level of success of the project, the following moral standards were chosen: compliance of behavior with a socially approved image, reflection of moral qualities in speech, culture of behavior.

The results at the beginning of the year showed that 60% of children do not understand the meaning of social norms and perceive good deeds superficially. 20% of children refer to the authority of an adult; there is no awareness of the reflection of moral qualities in speech. And only 20% of children are aware of moral standards.

In order to develop and form a system of knowledge about the behavior of children in various life situations, a long-term plan work by quarter: "Cultivating Politeness" , "It's all about kindness" , "Culture of Behavior" .

Work with children was carried out according to various types activities, i.e. by blocks:

• block educational activities: cognitive cycle classes; speech development classes
• block of joint activities: observations; games: didactic, verbal; role-playing, sedentary games, sketches; listening to musical stories
• independent activity block: conditions have been created for independent, plot-based, role-playing, theatrical games, material and attributes have been selected.

The work was carried out both in subgroups and individually. In order to increase interest in the classes, at first the children were asked a problematic question. Then the children tried to answer it and put forward their own assumptions. This was the basis for the dialogue between the children and the teacher, and between the children themselves. this work was carried out with OHP children for whom communication plays a huge role; they are also characterized not only by impairments in all aspects of speech. They have underdeveloped small and gross motor skills, the emotional-volitional sphere suffers, behavioral disorders such as stubbornness, aggressiveness, hyperactivity, etc. Many children with OPD find it difficult to control their behavior, they are absent-minded and sloppy. Therefore, the urgent question arises about the adaptation of children, uniting the children's team, and establishing contact with others. The knowledge acquired in the classroom was strengthened with the help of artistic words, specially selected and reflecting moral meaning.

For greater activation of children, special methods were used: observing the behavior of peers in the group, their communication with each other. In order to enhance mental activity after the observed current situation, such techniques as organizing problem dialogues and reading fiction were used. The gaming method served to bring children together in the group and form friendly relationships. In order for children to become more relaxed among their peers, exercises of an imitative, performing and creative nature will help. A technique used was a joint discussion of the current situation in order to develop communication skills. Children were also asked to complete special tasks that would help consolidate previously acquired knowledge. Special attention In working with children on moral education, attention was paid to ensuring that children’s ideas about norms of behavior become conscious. After all, the requirement to follow the rules without "internal" agreement with him leads to the fact that the child perceives actions superficially, without understanding their motives. And the main reception and effective method clarification and systematization was an ethical conversation. When conducting ethical conversations, much attention was paid to the maximum participation of each child in the conversation. At the end of the year, it was clear that the results of ethical conversations were directly manifested in the practice of behavior and in the actions of children in various situations.

Practical exercises in cultural communication were an interesting and effective technique. (Sketches "Hello" , "Thank you" etc.) Also, during a walk or in the evening, children were offered proverbs in moral theme. In order to create a positive microclimate in the group and help create the moral side of one’s actions, the following technique was used: shortly after a negative action, a skit is played out in front of the children, accurately reproducing the child’s undesirable actions. The participants in the event were not children, but toys. The participants in the conflict, as a rule, recognized the situation. At the same time, they got the opportunity to re-enter it and see themselves from the outside. This enabled them to change their behavior and become disciplined.

In order to fix in the child’s mind what is good and what is bad, you can tell about a kindergarten run by an evil wizard who collects only evil and bad children who are always trying to do something bad. IN in this case Children are not condemned for any negative act. Children must themselves conclude that the good wizard has good children in his kindergarten. The game is useful for the same purpose "Ugh" , which is quite lively and fun.

Considering the importance of this problem in the formation of moral qualities in preschool children, a plan for working with parents was also drawn up. The main task of working with parents was to form and stimulate the motivational attitude of parents to work with their children.

Also at the end of each school year we spent days open doors, where they showed the results of their work on their problem.

At the end of the school year, a repeat diagnosis was carried out. The results of which have changed significantly. 60% of children showed a high result, 40% of children showed an average result and 0% showed a low result. The work carried out made it possible to develop in children sufficient high level moral development of the majority of pupils.

LITERATURE

1. Petrova, V.I., Stulnik, T.D. Ethical conversations with children 4-7 years old. M.: Mozaika-Sintez Publishing House, 2009. - 73 p.
2. Zhuchkova G.N. Moral conversations with children 4-6 years old M.: "Publishing house GNOM and D" , 2008. - 64 p..
3. Kurochkina I.N. How to teach a child to act morally. M.: Flinta Publishing House, 2004. – 140 p.