Methods of preparing and conducting an ethical conversation. Ethical conversations with children of the senior group card file (senior group) on the topic The essence and content of ethical conversations

1. The meaning and structure of ethical conversation on moral education

2. Technological project of a conversation on moral education

2.1 Rationale for the topic

2.2 Technological project of the conversation on the topic "Feelings"

List of used literature

1. The meaning and structure of ethical conversation on moral education

In the process of moral education of a schoolchild, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, the need for organizing the moral education of students is obvious, starting from the very first grade. There is also an obvious need to organize a special work of the teacher to clarify the essence of moral norms, the moral relations of a person to society, the team, work, to the people around him and to himself. The opportunity to provide moral knowledge at a level where the student will have the ability to cover the general and essential in various phenomena of the surrounding life, to realistically assess the situation that has arisen, the consequences of his act.

In the education of any moral quality, various means of education are used. In the general system of moral education, an important place is occupied by a group of means directed by judgments, assessments, concepts for the education of moral convictions. This group includes ethical conversations.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. The conversation differs from the story, instruction precisely in that the teacher listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems.

The effectiveness of ethical conversations depends on the observance of a number of important conditions:

1. It is important that the conversation has a problematic character, involves a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.

2. An ethical conversation should not be allowed to develop according to a pre-compiled scenario with the memorization of ready-made or prompted by adults answers. Children should be given the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the right point of view.

3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students will reveal their soul in it.

4. The material for the conversation should be close to the emotional experience of the pupils. It is impossible to expect and demand from them activity when discussing difficult issues or those in which facts are taken as a basis, phenomena connected by events or feelings that are incomprehensible to them. Only when relying on real experience can conversations on abstract topics be successful.

5. During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, culture of communication.

6. Proper leadership of ethical conversation is to help pupils independently come to the correct conclusion. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.

It is a mistake to think that conversation is a spontaneous method. Highly professional teachers conduct interviews infrequently and prepare thoroughly for them.

Ethical conversations are built according to the following approximate scenario: communication of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors; discussion of specific similar situations; generalization of the most significant features of specific moral qualities and their comparison with previously acquired knowledge, motivation and formulation of a moral rule; the use by students of the acquired concepts in assessing their own behavior, the behavior of other people.

In the first grade school, ethical conversation has a simpler structure. Here, the inductive path is preferable: from the analysis of specific facts, their evaluation to generalization and independent conclusion. In middle and high school, a conversation can begin with the formulation of a moral rule and, for illustration, use specific material from life, fiction.

Conducting ethical conversations includes:

· preparatory stage;

Conducting a conversation

organization and evaluation of daily activities and relationships of children on the basis of learned moral norms and rules.

The preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. There are various options for preparing for an interview, we recommend the following:

1. Depending on the age of the students, the level of development of the children's team and moral problems, the topic of the conversation is determined.

2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; the practical conclusions to be drawn.

3. A selection of factual material, which tells how to act, what to do.

4. The questions of the conversation are thought out.

5. Preparing students for a conversation:

a) the topic of the conversation is announced in advance, literature is indicated, situations are prepared, questions to think about, examples to be selected;

b) if necessary, individual tasks are determined, since this psychologically sets up students for introspection of behavior, and they are convinced of the need to improve it;

c) group tasks are determined.

Conducting a conversation requires great skill from the teacher. The main requirement is to ensure the activity of children in the process of the conversation itself. The teacher does the right thing, who, after a conversation, asks questions, gives vivid examples, makes brief persuasive remarks, directs and clarifies the statements of the children, and does not allow wrong thoughts to take hold.

When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, events of life around them.

The sequence of questions should lead the children to the derivation of a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in conversations on moral topics, you can adhere to the following recommendations:

1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.

2. The question should make the child think about the motives of the act, see the complex relationship between the motive and the result of the act.

3. The question should make children see the moral consequences of any action for other people.

4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child to learn about the state of a person by external signs, understand this state and, therefore, empathize.

Questions that would help schoolchildren to connect what they read with their own moral experience, their collective experiences are very important.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, contain admonitions, reproaches and ridicule. Children express their opinions, freely share their impressions

In ethical conversations with schoolchildren, there should be elements of entertainment. To do this, it is advisable to include various situations that contain a moral problem in the content of the conversations. It is very important that the positive actions of schoolchildren be the object of public opinion, and public opinion should not be directed only to actions associated with poor academic performance and discipline. The development of public opinion occurs due to the introduction of new and adjustment of existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's team act as criteria for moral assessment.

There are various options for the sequence of ethical conversations:

1. Determination of the topic of conversation and arousal of students' interest in the perception and assimilation of the material.

2. Justification of the relevance, significance of the topic under discussion.

3. Disclosure of the topic of conversation on the example of the life and work of prominent people, as well as on the material of the surrounding life.

4. Analysis of the state of affairs in the classroom in connection with the problem under discussion and the definition of specific tasks (advice, recommendations) to improve the work and behavior of students.

5. Summarizing the results of the conversation and a brief survey of students on the main provisions of the material presented.

Of course, this structure of the conversation should not turn into a stencil. As in educational work in general, so in conducting a conversation, there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They do not limit the creative activity of the teacher, but stimulate it.

When determining the topic at the beginning of the conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.

To do this, you can use the following methods:

a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc.;

b) before announcing the topic, you can talk about some entertaining event or fact related to the intended topic;

c) before announcing the topic, you need to recall some case from class life, which allows you to justify the need for in-depth disclosure and understanding of the relevant moral norm;

d) having announced the topic, try to give it special importance and emphasize its significance with the help of a meaningful statement or aphorisms.

The method of presenting moral material can combine a question-answer form, a teacher's story and explanation, students' brief reports on certain issues, reading from books, newspapers, using art pictures, etc. At the same time, the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.

When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and talk about shortcomings in a benevolent tone, emphasizing in every possible way your confidence that students will eliminate them.

Summarizing the results of the conversation, vivid statements should be made so that the conversation penetrates deeper into the consciousness and feelings of schoolchildren. Clearly highlight those categories that constituted the purpose of the conversation.

Thus, preparing and meaningfully conducting an ethical conversation is a very difficult matter. No wonder experienced teachers say that it is much more difficult to conduct a conversation on a moral topic than a lesson.

2. Technological project of a conversation on moral education

2.1 Rationale for the topic

I chose this topic because I think it is more relevant today.

First of all, a child from an early age needs to instill etiquette. Etiquette expresses the content of certain principles of morality, in the broad sense of the word.

Etiquette is an important part of human culture, morality, morality, in goodness, justice, humanity - in the field of moral culture and about beauty, order, improvement.

To 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 that others treat him the same way. The rule is very simple, but alas? In everyday practice, human relations are far from being carried out by everyone and are not always carried out. Meanwhile, culture - human relations, communication between people play an important role in life. If a child manages to communicate culturally with relatives, acquaintances, he will behave in the same way with complete strangers.

Each of us can almost unmistakably determine by personal actions the degree of their upbringing, the predominance of their habit of thinking or not thinking about the interests of others.

And each era has its own style, each society has its own rules of conduct, 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 been developing for centuries, rooted in the sphere of morality.

Everything starts from childhood. The education of morality begins from the cradle. When a mother smiles at a child, rejoices in him, this is already the education of the deepest morality, his friendly attitude towards the world. Next kindergarten, then school. The central figure in society, on which its future depends, are teachers who give out more wisdom - in the book. Only high culture can unite us.

Culture is valuable for all mankind, it is dear to all. It is not dear only to those people who are deprived of it. Culture, only culture can help us even in the absence of it - the cause of many troubles.

This is a pressing issue in our society and I believe that more attention should be paid to the younger generation.

2.2 Technological project of the conversation on the topic "Feelings"

Target: Raising a sense of love, attention to their loved ones

Tasks:

educational: during the conversation, study the main approaches to the definition of "feelings", define this concept;

developing: to develop the ability to correctly express one's thoughts, to reflect;

Educational: to instill love, respect for others, relatives.

Concepts: feeling, aesthetics, affinity, emotions, sensations, love.

Conversation flow:

Task 1. Listen to the story of V.A. Sukhomlinsky and answer the questions.

Two young men came to a flowering meadow.

What a beauty! Sergei whispered. “Look: on a green carpet, as if someone had woven pink, red, blue flowers!”

Indeed - lush grass! Matthew said. - Let the cow go here - by the evening there will be two buckets of milk.

And the bees are ringing like a harp, - Sergey whispered, captured by magical music.

And the hives would be brought here. Honey, honey, how much would be applied! Matthew said excitedly.

And there are people who do not see this beauty, thought Sergey.

I'll go and fetch a cow and bring beehives, - said Matvey and went to the village.

Students answer the questions:

1) How did Sergey and Matvey perceive the world? For which of the boys life seemed brighter, richer?

2) Which of the characters in the story would you choose as a friend? Why?

Task 2. Try to formulate what feelings are. What can a person feel? What feelings do you express most vividly?

The students answer.

The teacher gives examples of well-known sayings.

Feelings are a special kind of emotional experience associated with a representation or idea.

Feelings are the color of thought. Without them, our thoughts are dry, lifeless contours, not pictures. (N. Shelgunov)

U: The main reality of the inner world of a person is sensations, emotions and feelings. Sensations are information “at the input”, which we perceive from the outside. Emotions are experiences that can be considered “output” information, this is the reaction of our feelings to sensations that are important to them. Feelings are, as it were, certain creatures that inhabit our inner world. They can arise, develop and fade away. For each feeling there is a certain range of sensations to which it reacts. Each feeling has its own range of emotions that it can generate. A person's feelings interact with each other, they can support each other, they can conflict and even be hostile. Sometimes one - the only feeling can subjugate all the others.

Feeling of love. The moods accompanying the feeling of love can be extremely diverse: pride, admiration, trust, tenderness, sadness, chagrin, anxiety, despair. There is hardly an emotional state that we could easily relate to this feeling. But the first emotion should be called joy, delight, happiness caused by the very existence of a loved one.

In love, as in hate, a wide variety of feelings can be combined: both suffering, and pleasure, and joy, and sadness, and fear, and anger. (K.Ushinsky)

Task 3. What feelings does the feeling of kinship include?

The students are trying to answer.

U: A sense of kinship is our attitude towards relatives and close people. The feeling of kinship is one of the earliest human feelings and at the same time one of the most stable, accompanying a person until the end of life.

The deepest of kindred feelings is maternal feeling. Mother's love does not depend on the qualities of the child. A mother, and only she, can love a baby not for some virtues, but simply for the fact that he exists. During this period, the child develops the ability to be loved; only then does the ability appear - already an adult - to love another, for example, a mother. A mother's love is the springboard by which a person takes the leap into life.

Reading a poem by a student(pre-learned) "Take care of mothers"

Take care of mothers

Please take care of mothers

Warmly shelter from the blizzard of life,

Their love is a hundred times hot

Than friends and beloved girlfriend.

Mother's love cannot be embraced

And I will not break the canons here,

If I say: “Mother is ready to give

Your affection, tenderness and soul.

Mother will take your pain

All the torment, confusion and torment,

Mother will put bread and salt on the road

And stretch out his hands towards you.

Let not punish severely for a prank,

Only you never lie to her

And in the name of the great God

Take care of your mothers.

Do not leave them without participation,

You will remember this order, children,

After all, there can be no complete happiness,

If mom is not in the world.

(A. Remizova)

W: Feelings for parents - son for mother, son for father (also daughters) - these are all quite different feelings.

W: The feelings of brothers and sisters instill in us a taste for equal treatment. You will turn to your older brother or sister with what you will not express to your parents. A younger brother or sister awakens tenderness and care in us.

Reading a poem teacher.

If I have a beloved older brother,

I would listen to his advice, shy,

His brotherly protection would be glad

Until I am weaker.

If I have a beloved younger brother,

He would teach life as best I can,

And defended, not demanding awards,

Until I am stronger.

(K.Vanshenkin)

Kindred feelings become for us a school of personal spiritual properties. On them we first of all learn love, friendship, submission and leadership, we learn to be a man and a woman. The family is our first and most natural society.

Task 4. Students' analysis of statements

W: Feeling beautiful is the ability of a person to feel and appreciate the beauty of life.

F.M. Dostoevsky was right in many ways when he said that beauty would save the world. Not beauty in itself, of course, but a person who perceives beauty as the true content of life.

In the world there is not only necessary, useful, but also beautiful. From the time a man became a man, from the moment he looked at the petals of a flower and the evening dawn, he began to look into himself. Man has achieved beauty. (V. Sukhomlinsky)

How much beauty has entered childhood, so are you. (A. Popov)

Summarizing

Students answer the teacher's questions:

What do you think the word "feeling" means?

How is kinship different from other concepts?

Why do we need a sense of beauty?

What kinds of feelings do you know? Which one do you consider the most important?

What is the relationship between love and respect?

List of used literature

1. Kopteva S.I. Innovative technologies and psychological support of education. Teaching aid. Minsk: BSPU, 2004.-104 p.

2. Fundamentals of school didactics. Comp. V.A.Kapranova, I.G.Tikhonova. Minsk: BSPU, 2004.

3. The process of education: theory, methodology, practice: study method, manual / P845 V.A. Kapranova, M.I. Dron, L.L. Podolnaya and others / ed. V.A. Kapranova. -Minsk: BSPU, 2009.-138 p.

4. Handbook on the theory of education in schemes and concepts / compiled by E.L. Adarchenko, L.N. Gorodetskaya, N.A. Khmelnitskaya. - Mozyr: Assistance, 2005. - 44 p.

5. Stepanenkov N.K. Pedagogy: Textbook. 2nd ed., rev. and additional - Mn.: ed. Skakun V.M., 2001. - 448.

6. Stepanenkov N.K., Penkrat L.V. Pedagogy: Methodology for conducting practical classes. Teaching method. Benefit. - Mn.: Ed. Skakun V.M., 2000. - 80 p.

7. Torkhova, A.V. Prevention of illegal behavior of schoolchildren: a manual for general education teachers. institutions / A. V. Torkhova, I. A. Tsarik, A.S. Chernyavskaya. - Minsk: Nat. Institute of Education, 2009. - 120 p.

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The methodology for conducting ethical conversations includes: a preparatory stage, conducting a conversation, organizing and evaluating the daily activities and relationships of children on the basis of learned moral norms and rules. Conversations are held in the classroom in the extended day group once a month. The duration of the conversation should not exceed 30-40 minutes.

Of great importance for the effectiveness of the conversation is the correct selection of illustrative material. Illustrative material includes: works of art, journalistic and business articles in the periodical press, films.

Simultaneously with the selection of illustrative material, one should consider what pedagogical means are needed so that the material offered to children helps them acquire knowledge about moral standards, correlate them with their own thoughts, feelings, and actions. When conducting a conversation, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, events of life around them.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, edification, reproaches and ridicule. Children express their opinions, impressions freely, naturally. If their statements are naive, inaccurate, incorrect, the teacher does not interrupt the children, asks the children to supplement, express their opinion, and if a proper generalization is still not obtained from the children's statements, the teacher comes to the rescue as their senior mentor.

In ethical conversations with younger students, there should be elements of entertainment. To do this, it is advisable to include various situations, tasks, tests, etc. in the content of the conversations.

In every ethical conversation with younger students, some main source of knowledge about moral standards, actions and behavior is usually used. The discussion of the moral problem begins with an analysis of the facts contained in this source. In the course of the conversation, these facts are “joined” by others that are already in the knowledge, observations and experience of children. Based on this, ethical conversations can be divided into:

1. For conversations on the read story (or several stories).

2. Conversations related to the discussion of the book.

3. Conversations related to watching movies.

4. Conversations, the main material for which was obtained as a result of purposeful observations of the children themselves over the phenomena of social life.

5. Conversations on problematic issues proposed by the children themselves.

6. Conversations based on short essays on moral topics written by children.

One of the main conditions for the effectiveness of ethical conversations is the formation in the unity of the consciousness and behavior of schoolchildren. The content of the conversations should be closely related to the various activities of children. Ethical knowledge is necessary for a child so that he can navigate social phenomena, be aware of his behavior, and foresee the moral results of his actions.

The effectiveness of ethical conversations also depends on how skillfully the teacher influenced the feelings of children. It is important in the process of discussing the facts of manifestations of morality to awaken in children a sense of dignity, pride or remorse - this "inner judge", "controller" of thoughts, actions and actions. It is important that children be embraced by a joint experience, sympathy, compassion.

Summary of conversations in elementary school. Theme: Semi-flower

Goals: development in children of a sense of mercy and compassion; education of humane feelings.

The course of the conversation

Teacher. Children, we watched the documentary film "Anomaly". Think about what this movie is about. (Children's answers.)

Remember Sasha, who cannot walk. He was helped to equip a prayer room, where he turns to God himself and teaches this to others. Remember the girl who draws with a pencil in her mouth because her fingers don't grip the pencil; girls who love to dance but can't walk?

Who helps these children to live, looks after them?

Could these children go to a regular school? Why?

How should we treat such children?

Disabled people are not only born, but also become: he broke his leg, but it did not grow together correctly; played on the road - hit by a car; climbed onto the roof, fell - broke his spine, etc.

Listen to the story and think about what feelings prompted Kolya to such an act.

“We lived in one big city, in the big house of Kolya and Ira. They weren't particularly friendly, but they weren't at odds with each other either. Lived and lived. They studied in the same class, sat at the same desk. Winter has come. During the holidays, the children had fun playing snowballs, sledding, building a snow fortress. After the holidays, everyone returned to school. Only Ira did not come. It turned out that the girl was skating on the ice, fell and broke her leg. Now she was at home. Kolya told his mother about what had happened, and she advised her son to visit a classmate. The boy went to Ira. She welcomed him kindly. The girl could not walk and only jumped on one leg, while the other was shackled in plaster. “Now, probably, I will have to stay for the second year, because I will miss a lot at school,” Ira said sadly. “Don't worry, I'll think of something,” Kolya promised the girl. And the next day, the schoolchildren saw the following picture: Kolya was taking Ira to school on a sled. The boys immediately laughed at them. “Tili-tili dough, bride and groom,” they shouted. But Kolya paid no attention to them. Every day, Kolya began to bring Ira to school and take her home. Everyone got used to it, stopped teasing and even helped the girl up the stairs.”

What happened to Ira?

How did Kolya help her?

How did the boys first react to Colin's act? And then?

Did Kolya pay attention to the ridicule of his friends?

What feelings prompted Kolya to such an act?

Game "Siamese twins".

Purpose: to develop the ability to cooperate, a sense of collectivism in children.

Equipment: blindfolds, large sheet of paper, pencils.

Children are divided into pairs.

Teacher. I want to offer you a game in which you will cooperate in pairs. What does "cooperate" mean? Give examples of when you collaborated with someone.

Instruction

Break into pairs, four will work, and the rest will watch. Sit down at table. I will put a large piece of paper in front of you. One in a pair works blindfolded under the guidance of the other. We will draw a house with a fence, standing among trees and flowers.

Physical education minute

Teacher. Children, stand up. Imagine for a moment that your right arm hurts. Try to unfasten the buttons on the clothes with one left hand. Now try to tie your shoelaces, can't you? Close your eyes tightly. Pass. Are you scared to go? Are you afraid of bumping into something and falling? Hold hands, is it easier to walk? You see, when there is a support nearby, it is easier to go.

Remember the fairy tale "Flower-seven-flower"? The fairy grandmother gave the girl Zhenya a magic flower. What did Zhenya spend 6 precious petals on? And here is the last one. And what? (Reading an excerpt.)

Which petal do you think has the most benefit?

Why do you think so?

Today we talked about children with disabilities. All over the world, adults take care of them: special hospitals, kindergartens, schools are built for such children; create special books and computer programs; equipped with gyms. Children with disabilities enjoy special rights.

You and I should show compassion to such children. Look, I have in my hands a magic seven-color flower. I will distribute its petals to you, you think and write how you could help disabled children, what you would like to wish them.

Summary of conversations in elementary school. Subject: Being kind is helpful

Goals: education of the desire to do good deeds; notice the good in people; the formation of a negative attitude towards greed and envy.

The course of the conversation

It is known that most centenarians are in mountain villages. There are elders who are 100 or more years old. What is so beneficial for people? Climate? Food? Scientists have been looking for the cause of this phenomenon for a long time. Finally, they decided that the main thing here is the good-heartedness of the highlanders. It passes from generation to generation and forms a useful "microclimate".

And what do the greedy, angry, envious feel? (Children's answers.) Constant dissatisfaction harms the heart, nerves, and stomach. Also, such a person usually has few friends.

The game "Tell me about the good."

Children take turns taking cards with the names of the children of the group and talk about the good qualities of this person.

Test "Your opinion".

Write about what you like to remember and tell others: about how you helped someone or about how you offended someone.

Teacher. You see, children, it is more pleasant to remember a good deed, and to do good deeds too. Kindness in oneself needs to be trained: to do good deeds, to notice the good in people.

The game "Binding thread".

Purpose: to develop a friendly attitude towards each other in children.

Game description

The children sit, passing the ball of thread in a circle so that everyone who is already holding the ball takes up the thread. The transfer of the ball is accompanied by statements about what they now feel, what they want for themselves, what they can wish for others.

Teacher. Children, now pull the thread. What a strong circle we have. Here, it turns out how friendly you are in your group.

Summary of conversations in elementary school. Topic: Adult care for children

Goals: the formation of children's ideas about kindness; fostering a negative attitude towards selfishness.

The course of the conversation

Teacher. Children, tell me, please, how do adults take care of you? (They buy toys, books; make sure that the children have everything they need.)

Can children take care of adults? How? Listen to the story of V. Oseeva "Cookies". (Reading the story.)

Cookie

Mom poured cookies onto the plate. Grandmother jingled her cups merrily. Vova and Misha sat down at the table.

Delhi one at a time,” Misha said sternly.

The boys scooped out all the cookies on the table and divided them into two piles.

Smooth? - asked Vova.

Misha measured the piles with his eyes.

Smooth. Grandma, pour us some tea!

Grandma brought tea. The table was quiet. The piles of biscuits were shrinking fast.

Crumbly! Sweet! Misha said.

Yes! Vova responded with his mouth full.

Mother and grandmother were silent. When all the cookies were eaten, Vova took a deep breath, patted his stomach and got out from behind the table.

Misha finished the last piece and looked at his mother - she was stirring the tea she had not started with a spoon. He looked at his grandmother - she was chewing a crust of bread ...

V. A. Oseeva

Teacher. Did anything surprise you about the boys' relationship with their mother and grandmother? What exactly?

Why were mother and grandmother silent?

What would you say about what the boys did? How would you name them? (Indifferent, callous, ungrateful.)

What would you do?

Summary of conversations in elementary school. Subject: Learning to control myself

Goals: the formation of the ability to portray different emotions; cultivating the ability to experience grief.

The course of the conversation

Teacher. Children, look at the pictures (demonstrates). Here you see different states of a person - his emotions. From what a person experiences, feels, facial expression, posture and behavior depend. Name these states. (Joy, sadness, fun, sadness.) What other emotions do you know? Depict them conditionally.

Emotions can be either pleasant (positive) or unpleasant (negative). The more often a person experiences positive emotions and less often negative ones, the less harmful nervous tension occurs in his body, which means that he is healthier. And not only himself. It is easier for other people to live and work next to a cheerful, calm, benevolent person. Therefore, it is important to learn how to control your feelings, manage your mood. Can you do it?

Test

Mom promised to go with Tolya on the day off to the amusement park. On the eve of the long-awaited day, she came home sad in the evening. “You know,” my mother said, “we won’t be able to go to the park tomorrow, I have urgent work ...”

Question: what do you think Tolya felt, and how did he act?

Answer options:

1. He went to his room (in the corner) and sobbed for a long time so that his mother could hear.

2. He pouted and did not talk to his mother all evening.

3. Started screaming that this happens every time he wants to go somewhere.

4. He began to console his mother, said that he was not at all upset that he could go to the amusement park on the next day off.

Tell this story to the end in each of Tolya's behaviors. Be sure to pay attention to the following:

What did mom feel and how did she behave?

What did Tolya feel?

Did you manage to find a way out?

Is it possible to survive grief? How?

1. Never rush to “splash out” feelings on others. Gather all your will and hold on.

2. Try to calm down. There are different ways to do this:

Do breathing exercises: a few deep breaths and exhalations.

Have a glass of water.

Talk to someone about something else.

Cry (but don't show it to everyone).

After such a discharge, you will definitely feel calmer. Now we can discuss the situation. There is a solution!

Summary of conversations in elementary school. Subject: Let's compliment each other

Goals: the formation of the ability to use a compliment is addressed and motivated; development of communication skills.

The course of the conversation

Children sit on chairs.

Teacher. My dear friends, today we will go with you to travel around the “Land of Compliments”. This is a wonderful, kind, unusual country. There is no evil in it, goodness and love always reign in this country. Do you know what a compliment is? (Children's answers.)

Compliment- these are kind, pleasant, beautiful words or expressions, flattering reviews containing praise or approval. Compliments are kind, that is, pleasant, wonderful and at the same time truthful.

And there are flattering compliments, that is, obsequious, praising someone undeservedly.

Now I will read you two fables by I. A. Krylov. Listen carefully. You will hear compliments in them. Determine which compliments are more common - flattering or flattering.

Reading the fables "The Cuckoo and the Rooster" and "The Crow and the Fox".

Discussion of the content of the fables. Particular attention is drawn to the various motives of flattery. The teacher reads the moral of the fable "The Crow and the Fox".

Teacher. It's time to play.

Game "Affectionate name".

Purpose: to cultivate humane relations between children, thanks to a conscious attitude to one's own name and the name of another.

Game description

Children become in a circle.

Teacher. As you toss the ball to each other, say one or more of your affectionate names. When everyone has said their names, you need to throw the ball to the one who first threw the ball, and call his affectionate name.

Compliment game.

Purpose: to help children see their positive sides and feel that each of them is accepted and appreciated by other children.

Game description

Children become in a circle.

Teacher. Children, each of you should now turn to the other with the words: "I like you ..." - and then say what you like about your friend (features of appearance, character).

When the children say one compliment each, the teacher throws the ball up and says: “One, two, three, four, five, let's change again.” The children change places and the game is repeated.

Teacher. I'm glad you're growing up to be kind people. If you say such wonderful compliments to your peers, then you have a kind, sensitive heart and you love each other.

You probably realized what a huge role compliments play in our lives. It turns out that it is not so easy to say and receive them correctly. And most importantly, do not confuse a flattering and flattering compliment.

Summary of conversations in elementary school. Topic: How to learn to learn

Goals: the formation of children's ability to train memory; education of strong-willed qualities - perseverance and perseverance.

The course of the conversation

Teacher. Why do some people study well and others not so much? It happens like this: the student was at the lesson, wrote down something, but came home and does not remember anything. And how to solve the problem is completely incomprehensible. And it seems that they were explaining something ... Maybe not to decide, but to write off from someone? Everyone has difficulties in learning, even excellent students. Let's find out what is their reason, personally for each.

Test

Choose and mark the appropriate ending of the phrase.

Many guys complain about bad memory, "bad abilities". And the "poor" memory is simply not trained. She's not used to working. So, you need to train her. People have three types of memory: visual (a person remembers better what he sees); auditory (what you hear is especially well remembered); motor (better remembers when writing down).

How to train visual memory, we will learn from the game.

Game "What's gone"

Two or more people play. Various objects and toys are laid out on the table. You need to carefully look at what is on the table, close your eyes. At this time, the driver removes one item. To whom the driver points, he guesses what was not on the table.

Teacher. An excellent training for all types of memory is the memorization of verses.

What do you need to do to learn better?

How can memory be trained?

Summary of conversations in elementary school. Theme: Truth, lies and fantasy

Target: the formation of a negative attitude towards lies; the ability to show how a lie differs from fantasy.

The course of the conversation

Teacher. Children, listen to the old fable. The shepherd boy shouted: "Wolves, wolves!" Peasants came running - no wolves. And once, and twice the boy joked like that. But once the wolves really attacked the herd. No matter how much the shepherd screamed, no one came to his aid: everyone knew that the boy was a liar. Now listen to the story "Dreamers" by N. Nosov and answer the questions. (Reading the story.)

How does the story begin?

What were the boys doing on the bench?

What happened next?

Who came to them?

Was Igorek able to invent stories just as easily?

What did Igorek say?

How can his act towards Ira be called: a lie or a fantasy?

Whom did Mishutka and Stasik meet on their way home?

What was the condition of the girl? Why?

What did the boys offer her?

Is it possible to call Mishutka's statement that he ate a bucket of ice cream a lie?

(You can say that Mishutka lied, but he did it only in order to console and entertain Ira. And his lie, perhaps, brought some relief to the girl.)

Do you think Stasik and Mishutka were lying or fantasizing in the park? (Their conversation can be called a fantasy, because they just entertained each other.)

So what is the difference between a lie and a fantasy? (Children's answers.)

What can lie lead to? (Children's answers.)

Teacher. And now I invite you to answer the questions of my test.

Test

Is it possible to cheat in the following cases:

To brag;

Do not ruin your relationship with someone;

Avoid punishment;

Achieve benefits;

Help someone get through a difficult event;

Out of habit?

Teacher. Today we were talking about two such difficult things as lies and fantasy. It is very important to distinguish between these two concepts and to use lies as little as possible in your life, because it can do much harm to you later in life.

Summary of conversations in elementary school. Subject: Let's write a fairy tale

Target: directing the child's fantasy to compose a fairy tale and create drawings-illustrations based on its plot.

Methodology

Children sit in a semicircle on chairs. The teacher shows a large book.

Teacher. There are many stories in this book. We will not read them today. We will make up our own fairy tale.

Questions:

Who will our story be about?

Where did he/she live?

Who was our hero?

What did he like to do? What did you do?

And he had a friend. Who?

How did the friend help the hero?

One day our hero went on a journey. Where?

For what? For what?

But the hero had an enemy. Who?

How did he harm our hero?

A friend of the hero wanted to help him? What did he do?

What magic item did you give to help?

How did this help the hero?

How was the enemy punished?

How did it all end?

The teacher retells the story, invites the children to draw illustrations for it.

The game "Unexpected pictures".

Target: show each child how the members of the group contribute to the overall picture.

Equipment: A4 sheets, pencils.

Game description

The children are seated at the tables. Each is given a sheet of paper and colored pencils.

Instruction

Teacher. Guys, now on my command you will start drawing. Draw what you want. This work is on a free topic. At my signal, you should exchange drawings with each other. And then the next one will continue to work on your drawing. Change again after 2-3 minutes. Each of you will be able to contribute to the work. So let's get started.

Do you like the drawing you started drawing?

Did you enjoy painting other people's pictures?

Which of the drawings do you like the most?

Are they different from the ones you usually draw? How?

Summary of conversations in elementary school. Subject: About unpleasant

Target: education of the ability to calculate the consequences of an act; the formation of an understanding that life is a school in which there are rules.

The course of the conversation

Teacher. In school you have to learn different rules: spelling, addition and subtraction... there are a lot of them. Not always everything works out. There are failures. Life is also a school, only a very big one. After all, you must learn to live in a complex world. There are much more rules in it than in the school curriculum. And it doesn't work all at once either. And for wrongdoing, you have to be punished. Sometimes the punishments are harsh.

What do you think punishment is?

Why do adults punish children?

What do you understand by the phrase "punish yourself"?

If you have been guilty and punished, try to benefit from this lesson. Learn not to do those things.

Cooperation and understanding with the guys in the class, group, with friends in the yard often helps not to do bad things, or supports if you are punished. And it is very important to learn such cooperation and understanding.

The game "Conversation through the glass."

Target: developing a sense of mutual understanding between children.

Instruction

Teacher. Children, now imagine that one of you is in a large store, and the other is waiting for him on the street. But you forgot to agree on what to buy, and the exit is at the other end of the trading floor. Try to negotiate purchases through the window glass. Remember, you are separated by such a thick glass that attempts to shout are useless: you still won’t hear each other.

The game "Two with one chalk."

Target: development of cooperation, the establishment of a psychological climate in the group.

Equipment: sheet A4, pencils.

Instruction

Teacher. Divide into pairs and sit at the table next to your partner. You are now one team to paint a picture. You are given one pencil for two. Passing it to each other, you must take turns drawing one picture. There is a rule in this game: you can't talk while drawing. You have 5 minutes to complete.

Questions:

What did you draw while working in pairs?

Was it difficult for you to draw silently?

Have you come to a consensus with your partner?

Was it difficult for you because the image was constantly changing?

The moral education of schoolchildren is one of the most difficult tasks of a teacher. To solve this problem, the teacher needs not only knowledge of the subject and methods of teaching it, but also the ability to direct their activities towards the formation of the moral education of children. Questions of moral education, improvement of the child worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.
In the process of moral education of a schoolchild, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, the need for organizing the moral education of students is obvious, starting from the very first grade. There is also an obvious need to organize a special work of the teacher to clarify the essence of moral norms, the moral relations of a person to society, the team, work, to the people around him and to himself. The opportunity to provide moral knowledge at a level where the student will have the ability to cover the general and essential in various phenomena of the surrounding life, to realistically assess the situation that has arisen, the consequences of his act.
In the education of any moral quality, various means of education are used. In the general system of moral education, an important place is occupied by a group of means directed by judgments, assessments, concepts for the education of moral convictions. This group includes ethical conversations.
Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. The conversation differs from the story, instruction precisely in that the teacher listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems.
The effectiveness of ethical conversations depends on the observance of a number of important conditions:
1. It is important that the conversation has a problematic character, involves a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.
2. An ethical conversation should not be allowed to develop according to a pre-compiled scenario with the memorization of ready-made or prompted by adults answers. Children should be given the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the right point of view.
3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students will reveal their soul in it.
4. The material for the conversation should be close to the emotional experience of the pupils. It is impossible to expect and demand from them activity when discussing difficult issues or those in which facts are taken as a basis, phenomena connected by events or feelings that are incomprehensible to them. Only when relying on real experience can conversations on abstract topics be successful.
5. During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, culture of communication.
6. Proper leadership of ethical conversation is to help pupils independently come to the correct conclusion. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.
It is a mistake to think that conversation is a spontaneous method. Highly professional teachers conduct interviews infrequently and prepare thoroughly for them.
Ethical conversations are built according to the following approximate scenario: communication of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors; discussion of specific similar situations; generalization of the most significant features of specific moral qualities and their comparison with previously acquired knowledge, motivation and formulation of a moral rule; the use by students of the acquired concepts in assessing their own behavior, the behavior of other people.
In the first grade school, ethical conversation has a simpler structure. Here, the inductive path is preferable: from the analysis of specific facts, their evaluation to generalization and independent conclusion. In middle and high school, a conversation can begin with the formulation of a moral rule and, for illustration, use specific material from life, fiction.
Conducting ethical conversations includes:
· preparatory stage;
Conducting a conversation
organization and evaluation of daily activities and relationships of children on the basis of learned moral norms and rules.
The preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. There are various options for preparing for an interview, we recommend the following:
1. Depending on the age of the students, the level of development of the children's team and moral problems, the topic of the conversation is determined.
2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; the practical conclusions to be drawn.
3. A selection of factual material, which tells how to act, what to do.
4. The questions of the conversation are thought out.
5. Preparing students for a conversation:
a) the topic of the conversation is announced in advance, literature is indicated, situations are prepared, questions to think about, examples to be selected;
b) if necessary, individual tasks are determined, since this psychologically sets up students for introspection of behavior, and they are convinced of the need to improve it;
c) group tasks are determined.
Conducting a conversation requires great skill from the teacher. The main requirement is to ensure the activity of children in the process of the conversation itself. The teacher does the right thing, who, after a conversation, asks questions, gives vivid examples, makes brief persuasive remarks, directs and clarifies the statements of the children, and does not allow wrong thoughts to take hold.
When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, events of life around them.
The sequence of questions should lead the children to the derivation of a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in conversations on moral topics, you can adhere to the following recommendations:
1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.
2. The question should make the child think about the motives of the act, see the complex relationship between the motive and the result of the act.
3. The question should make children see the moral consequences of any action for other people.
4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child to learn about the state of a person by external signs, understand this state and, therefore, empathize.
Questions that would help schoolchildren to connect what they read with their own moral experience, their collective experiences are very important.
Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, contain admonitions, reproaches and ridicule. Children express their opinions, freely share their impressions
In ethical conversations with schoolchildren, there should be elements of entertainment. To do this, it is advisable to include various situations that contain a moral problem in the content of the conversations. It is very important that the positive actions of schoolchildren be the object of public opinion, and public opinion should not be directed only to actions associated with poor academic performance and discipline. The development of public opinion occurs due to the introduction of new and adjustment of existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's team act as criteria for moral assessment.
There are various options for the sequence of ethical conversations:
1. Determination of the topic of conversation and arousal of students' interest in the perception and assimilation of the material.
2. Justification of the relevance, significance of the topic under discussion.
3. Disclosure of the topic of conversation on the example of the life and work of prominent people, as well as on the material of the surrounding life.
4. Analysis of the state of affairs in the classroom in connection with the problem under discussion and the definition of specific tasks (advice, recommendations) to improve the work and behavior of students.
5. Summarizing the results of the conversation and a brief survey of students on the main provisions of the material presented.
Of course, this structure of the conversation should not turn into a stencil. As in educational work in general, so in conducting a conversation, there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They do not limit the creative activity of the teacher, but stimulate it.
When determining the topic at the beginning of the conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.
To do this, you can use the following methods:
a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc.;
b) before announcing the topic, you can talk about some entertaining event or fact related to the intended topic;
c) before announcing the topic, you need to recall some case from class life, which allows you to justify the need for in-depth disclosure and understanding of the relevant moral norm;
d) having announced the topic, try to give it special importance and emphasize its significance with the help of a meaningful statement or aphorisms.
The method of presenting moral material can combine a question-answer form, a teacher's story and explanation, students' brief reports on certain issues, reading from books, newspapers, using art pictures, etc. At the same time, the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.
When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and talk about shortcomings in a benevolent tone, emphasizing in every possible way your confidence that students will eliminate them.
Summarizing the results of the conversation, vivid statements should be made so that the conversation penetrates deeper into the consciousness and feelings of schoolchildren. Clearly highlight those categories that constituted the purpose of the conversation.
Thus, preparing and meaningfully conducting an ethical conversation is a very difficult matter. No wonder experienced teachers say that it is much more difficult to conduct a conversation on a moral topic than a lesson.

An integrated approach to education

The idea of the integrity of the educational process in practical technology is carried out through an integrated approach. Complexity means the unity of goals, objectives, content, methods and forms of educational influence and interaction. The urgent need for such an approach arose due to the fact that in the theory of education, and in the practice of educational work, the school of education in recent decades was actually considered as the sum of private processes that make up its structure. It was believed that these processes could be organized and improved as independent ones. In addition, the emphasis was on the formation of not a holistic personality, but its individual qualities. The principle of comprehensive and harmonious development of personality was violated.

Modern technologies of education carry out an integrated approach, fulfilling the mandatory requirements:

They affect pupils in three directions - on consciousness, feelings and behavior.

A positive result is achieved with the organic fusion of education (external pedagogical influence) and self-education of the individual.

The unity and coordination of the efforts of all social institutions and associations related to the upbringing, primarily the media, literature, art, families, schools, law enforcement agencies, collectives and groups, is an indispensable condition for an integrated approach.

15.Methods of formation of consciousness: the definition of the method of education, a brief description of the ethical conversation, an example as a method of education.

Methods of upbringing are ways of influencing educators on students, ways of pedagogically expedient organization of their lives with the aim of instilling the qualities of a new person, the builder of a communist society.

Ethical conversation- a method of attracting pupils to develop correct assessments and judgments on all issues that concern them by discussing any moral problem.

The subject of ethical conversation most often become moral, moral, ethical problems.

Purpose of ethical conversation- deepening, strengthening of moral concepts, generalization and consolidation of knowledge, formation of a system of moral views and beliefs.

The effectiveness of an ethical conversation depends on the observance of a number of important conditions:

1. The conversation should be problematic.

2. We must not allow the conversation to turn into a lecture.

3. The material for the conversation should be close to the emotional experience of the pupils.

4. During the conversation, it is important to identify and compare all points of view.

5. It is necessary to help pupils to independently come to the correct conclusion.

16. Methods of organizing activities: definition of the method of education, a brief description of the exercise, assignments, requirements as methods of education.

The first step in a properly organized upbringing process is beliefs. However, it is not they, but specific deeds and deeds that characterize the upbringing of a person. In this regard, the organization of activities and the formation of behavioral experience are considered as the core of the educational process. At this stage, apply methods of organizing the activities of pupils.

One of these methods is exercise . Exercise is rightly called the mother of art. Whoever never exercises any faculty will never learn to use it well. Conversely, the more often a force is exercised, the more it strengthens. This position is true for both spiritual and mental, bodily abilities.

The essence of the exercise is to repeatedly perform the required actions. The result of the exercises should be certain stable qualities of the individual, her skills and habits. The effectiveness of this method of education depends on the availability systems of progressively more difficult exercises, their content, accessibility and feasibility, volume, frequency of repetitions, control and correction, etc. When planning a system of exercises, the educator should think carefully about what skills and habits they will develop. Matching Exercises to Designed Behaviors is another important condition for the pedagogical effectiveness of this method.

Thus, for example, it is known that the first Christians directed all their efforts to ensure that children learned the faith in salvation and were inclined towards a saving life. One of their methods of upbringing was the exercise of children in matters of piety and prayer.

Pedagogical requirement also belongs to the group of exercise methods. Requirement is a method of education with the help of which the norms of behavior, expressed in personal relationships, cause, stimulate or inhibit certain activities of the pupil and the manifestation of certain qualities in him.

The requirement may appear to the student as a specific, real task, which he must necessarily fulfill in the process of this or that activity. According to the form of presentation, direct and indirect requirements are distinguished. Direct demands are characterized by such features as positivity, instructiveness and decisiveness. They are clothed in the form of an order, an indication, a prescription. Indirect requirements (request, advice, hint) are based on the motives, goals, and beliefs formed by the pupils.

The educator always strives to ensure that his requirement becomes the requirement of the team. The reflection of the collective demand is public opinion. Combining assessments, judgments, the will of the collective, public opinion acts as an active and influential force, which in the hands of a skilled teacher performs the functions of a method of education.

17. Methods of stimulating behavior: definition of the method of education, a brief description of rewards, punishments, competitions as methods of education.

Preschool childhood is the most important period in the moral development of the individual, therefore, the need for organizing special work of the teacher to clarify moral norms, moral relations of a person to society, team, work, to people around him and to himself is obvious.

At preschool age, children accumulate the first experience of a culture of behavior, they form the first skills of organizational and disciplined behavior, skills of positive relationships with peers and adults, independence skills, the ability to engage in interesting and useful activities, maintain order and cleanliness of the environment.

An effective method for clarifying the systematization of the moral ideas of older preschoolers is an ethical conversation.

Through ethical conversations, the educator links together in the minds of children disparate ideas into a single whole - the basis of the future system of moral assessments.

Thanks to conversations on ethical topics, the educator has the opportunity to show with concrete examples what such concepts as “kindness”, “honesty”, “truthfulness”, “courage”, “justice”, “friendship” and so on contain. With the help of such conversations, the teacher can put children before a choice of action. In this regard, he formulates questions with a moral orientation, so that they awaken children's activity, independence in solving the problem.

How the conversation is conducted largely depends on how the children comprehend the situation under discussion. It should not be instructive, so the teacher does not impose his opinion, but encourages children to think.

You can talk in the classroom with all the children or only with some, as well as individually in the process of holding regime moments, games, work. These can be short questions that contain the problem of moral choice and encourage the child to evaluate the act when he is guided by the acquired moral standards. These may be situations with a moral orientation. In the process of conversation, children express their opinions and listen to the opinions of others, defend their point of view, and, if necessary, may refuse the original opinion.

Examples of ethical conversations:

1) Ethical conversation on the topic "Friendship"

Topic: "Rules of a friendly game" (5-6 years).

Purpose: in a conversation to explain to children why the rules of the game are needed; teaches to resolve controversial issues, avoid quarrels, listen to the story "Domino": Anna Ivanovna invited the children to play dominoes. The guys gathered around the table. The new girl Anya was also invited to the game. But she refused. The game has begun. At first everything went well. But suddenly Vitya caught on, missing his move: “I have acorns! I just didn't notice." "All! I have already made a move,” Senya said. Katya and Oksana supported him. But Victor did not give up; “I have this card! It is not right". Then Anna Ivanovna suggested: “We did not agree on how to proceed in this case. Let's come up with a rule together." After the discussion, Kolya said: "Now, who missed, misses the move!". The game continued. Children have become more attentive. But then Anya intervened in the game: “Give me cards too.” Anna Ivanovna explained that one should not enter into the game in

middle of the party. “What, you don’t understand yourself? You yourself refused to play, ”Kolya said indignantly, Anna Ivanovna reassured the children, and everyone decided that Anya would wait for the next horse. Having joined the game, Anya was very worried whether she would win or not. She jumped up and asked me to wait until she checked her cards again. Not winning, she threw the cards with the words: “Your game is bad, I won’t play it anymore,” and left.

Did the guys play together?

How did Anya behave?

What helped the children to continue the game when Vitya wanted to take back his turn? (They did not quarrel, but agreed on a new rule of the game.)

Why did Anya behave badly? (She didn't understand the rules of the game.)

Do all players have the opportunity to win? Is it worth it to be offended by the winner?

The teacher invites the children to tell how they felt when they won and when they lost.

When you won, did you feel like teasing the loser?

How do you feel when you are teased for losing?

At the end of the lesson, the children, with the help of the teacher, draw up the "Rules of a friendly game":

know the rules of the game and follow them;

do not get angry at the loss;

do not tease the loser;

the dispute that arose during the game, to be resolved based on the rules.

2) Ethical conversation on the topic "Frugality"

Topic: "Everything has its own place" (5-6 years).

Purpose: to remind children about the careful attitude to things, that all things should lie in their places.

Reading a poem by 3. Alexandrova “What you took, put it in its place!”

Olenka knows this:

What you took - put it back!

Only the girl is small -

She forgets where she got it.

Puts a mug on the bed

He puts a pillow on the parquet,

Hiding boots in the cupboard.

Is everything in place or not?

Did Olenka put her things back in their place?

What's funny about Olya's behavior? Why did she do that? (The girl is still small.)

Where should I put the things that Olenka took?

And which of you does the same as Olenka?

How often does your mother tell you: “Put it back. Take it away, where did you get it?

Then show the children pre-prepared doll rooms: in one of them, doll things lie in their places, and in the other they are scattered in a mess, invite the children to dress the dolls. Then ask which doll was able to dress faster.

Conclusion:

Children actively participate in conversations and games. Many listen, evaluate their behavior, become kinder towards each other.

Children begin to comprehend the actions of their peers and their own from the standpoint of generally accepted moral norms, and, having made a mistake, they try to correct it.

If you use ethical conversations systematically, then the level of behavioral culture in children will increase.