Didactic games on spiritual and moral education. Card file (senior group) on the topic: Card file of games on spiritual and moral education. in the process of communication, mastering the skills of interaction and cooperation, familiarization with ethical standards of behavior,
Tatyana Badak
Games in the education of moral qualities of preschoolers
Unfortunately, our children began to play less. Studies show that children lack gaming experience and the ability to develop a game plot.
Many parents consider the game an unnecessary, empty pastime. Arises question: why parents calmly sacrifice time for games in favor of any other activity? Why do adults deprive a child of the opportunity to play with peers?
In the context of the implementation of the Federal State Educational Standard, children are taught in the game, since the game is the main content of the child's life preschool age and is his activity. It activates the mind and will of the child, deeply affects his feelings, increases the vital activity of the body, and promotes physical development. The game is necessary for the child to grow up healthy, cheerful and strong.
The game is special activity, which blooms in childhood and accompanies a person throughout his life. No wonder the problem games attracted and attracted attention researchers: teachers, psychologists, philosophers, sociologists.
In the game, the child develops as a person, he forms those aspects of the psyche, on which the success of his social practice will subsequently depend. The game is a testing ground for children's social tests, i.e. those tests that are chosen by children for self-examination and during which they master ways to solve problems that arise in the process. games problems interpersonal relationships. The game creates the basis for a new leading activity - educational. That's why the most important task pedagogical practice is the optimization and organization in the preschool educational institution of a special space for activation, expansion and enrichment gaming activity preschooler.
The game is the most accessible type of activity for children, it is a way of processing impressions and knowledge received from the outside world. Already in early childhood the child has the greatest opportunity in the game, and not in any other activity, to be independent, communicate with peers at his own discretion, choose toys and use miscellaneous items overcome certain difficulties logically related to the plot games, its rules.
Preschool age is a crucial period in moral the formation of personality. IN preschool years, under the guidance of adults, the child acquires the initial experience of behavior, relationships with loved ones, peers, things, nature, learns the moral norms of the society in which he lives. Preschool age is characterized by great opportunities for moral education of children: in various developing types of their activities, some ways of conscious control of their behavior, activity, independence, initiative are successfully formed. In a community of peers preschoolers positive relationships are established, goodwill and respect for others are formed, a sense of camaraderie and friendship arises. The main activity of children before school age- a game, in the process of which spiritual and physical forces child; his attention, memory, imagination, discipline, dexterity. In addition, the development moral consciousness in children of primary school age most productively occurs in play activities.
In modern conditions, children often prefer collective games individual or computer. However, this preference is largely shaped by the ever-hurrying adults: many working mothers and fathers simply do not have time, grandparents live separately from their grandchildren and also work. This trend is typical not only for our country, but for the whole world. Scientists and educators of all countries talk about the need to return the right to play to children.
The toys themselves have also changed. Toys, "created" for children by adults, always reflect the worldview and idea of the world around adults, their ideology, technology, tastes, fashion, etc. Therefore, they contribute to the establishment of certain social and everyday ideas in the mind of the child, introduce them to the social and family way of life. Being a means of transmitting cultural values, ethical and aesthetic norms, the toy reflects not only the achievements of production and technology, but above all, changes in the socio-cultural context. It is significant that the toys of each generation of children differ significantly, especially dolls, household utensils, vehicles. It is obvious that, using these toys, children learn various social models and values accepted in their modern society. This applies primarily to toys, reproducing and modeling the image of a person - to dolls.
moral education implies education friendly relationships between children, the habit of playing, working, doing things together; the formation of skills to negotiate, help each other; striving to please elders with good deeds. Here we refer upbringing respect for other people; caring attitude to kids, the elderly; ability to help them.
Development of strong-willed qualities, such as the ability to limit one's desires, overcome obstacles, obey the requirements of adults and comply with established norms of behavior, follow in one's actions good example. The formation of self-esteem of one's actions, a benevolent assessment of the actions of other people, the ability to calmly defend one's opinion, the enrichment of the dictionary with formulas of verbal politeness, the desire to learn the culture of one's people and respect for it, as well as upbringing respect for the culture of other peoples - these are also criteria moral education.
The feeling of patriotism is so multifaceted in its content that it cannot be defined in a few words. This is love for one's native places, and pride in one's people, and a sense of one's inseparability with everything around. Little child love preschooler to the Motherland begins with the attitude towards the closest people - father and mother, love for one's home, street, kindergarten, city.
Children must understand that their city, forest, river, field is a part of the Motherland. Preschoolers need to know what factories are in the city; about the best people in the city. Introducing children to their hometown, you need to pay attention to the sights, monuments, museums; It should be emphasized that people from other cities and villages come to visit the museum, to see historical sites. The idea that the native city is interesting for everyone induces pride in the native land.
An important means of patriotic education is to introduce children to the traditions of the people.
In the game, the child actively rethinks the accumulated moral experience , in the game everyone has to voluntarily give up their desires, coordinate their plans, agree on joint actions, obey the rules games, restrain their emotions, overcome difficulties. The game teaches you to fairly evaluate your own results and the results of your comrades.
It will be unfair if you do not note the value didactic games in the formation moral and patriotic qualities of a preschooler. In didactic games, intelligence develops, the ability to independently solve the problem, coordinate their actions with the actions of the host and other participants. games. In games, the necessary skills for school are manifested and developed. quality: arbitrary behavior, figurative and logical thinking, imagination, cognitive activity.
It is important through the game to form in children not only ideas about proper behavior or communication skills, but above all moral feelings. Only in this case, the child can be taught a sense of community, the ability to understand another, compare himself with others, listen to himself and others. On this foundation is built moral attitude towards others people: sympathy, empathy, tolerance, assistance. Relationship moral consciousness and behavior is established when the child is exercised in moral deeds, put in a situation of moral choice, when he himself decides what to do, find a way out. Making a choice in favor of compliance with the norm, overcoming momentary desires and forgoing self-interest in favor of another, in order to please him, the child takes pleasure in doing the right thing. Gradually, this behavior becomes a habit.
Games aimed at a benevolent attitude towards peers, a humane attitude towards people
A game "Life in the Forest"
teacher (sits down on the carpet, seating the children around him). Imagine that you are in a forest and speak different languages. But you need to somehow communicate with each other. How to do it? How to ask about something, how to express your benevolent attitude without uttering a word? To ask a question, how are you, clap your hand on the palm of a friend (show). To answer that everything is fine, we tilt our heads to his shoulder; want to express friendship and love - affectionately pat on the head (show). Ready?
Then they started. It's early morning, the sun is out, you've just woken up. Further move games the teacher unfolds arbitrarily, making sure that the children do not talk to each other.
"Man-made and non-man-made world"
Target: Exercise children in the ability to distinguish between objects of the man-made and non-man-made world, develop attention, thinking, observation. Bring up respect for things.
Game actions: educator calls the children different words. If the word denotes an object created by human hands, then the children clap their hands. If this is an object not created by man, then the children raise their hands up and say the word "God".
Rules games: correctly classify and name objects.
"Call it sweetly"
Target: teach children to pick up sweet words, form diminutive words and say them to each other. Cultivate friendliness, tenderness, tenderness.
Game actions: Children stand in a circle. The driver is chosen - Fairy Tenderness. This child takes turns touching magic wand to all the children in the circle. The selected child speaks tender words neighbor on the right (left). For example, dear, dear Vanechka. Etc.
Rules games: think, correctly form and select words, listen carefully to the answers of comrades, if necessary - help.
Equipment: Magic wand.
"Circle of Desires"
Target: to promote the development of children's speech, communication skills, thinking. Cultivate peacefulness, a strong desire to do good.
Game actions: children stand in a circle and, passing the toy in turn, to each other, express their wishes. For example, "I want all the evil on the planet to disappear". And so on.
Equipment: any toy (ball, doll, bear, etc.).
"Remember the story"
Target: to consolidate in children the knowledge of the contents of fairy tales, stories. Learn to analyze and evaluate the actions of heroes. Bring up in children the desire to do good deeds
Game actions: children remember familiar fairy tales and their heroes who did good and evil deeds, analyze and evaluate them. For each answer, the children receive a token. At the end game educator
Rules games: remember fairy tales, heroes, evaluate their actions.
Equipment: colored chips. Prize for the winner.
"Good evil"
Target: to teach children to distinguish between good and evil deeds. Cultivate Peacefulness, friendliness, mutual assistance and consent.
Game actions: children stand in front of an adult. An adult in turn calls the children any words denoting any deeds, actions. If the word means good, good deeds, then the children clap their hands. If the word is evil, the children wag their fingers and stamp their feet.
Drivers can choose children.
"Secret Friend"
Target: to form a benevolent, respectful attitude to peers.
Game actions: Place the envelopes containing the children's photographs in a box and have each child draw one of them. Ask the children not to tell who they got in the photo. If someone pulled out his photo, he pulls out the envelope again. Explain to the children that the person whose photo they pulled out becomes theirs from now on. "secret friend", and for the next three days they must secretly show him as much attention as possible. Invite the children to draw a portrait of their "secret friend". After a few days, ask the children to guess who theirs was. "secret friend" and have a conversation with them about friendship.
Equipment: envelopes according to the number of children, children's photos.
"My address…"
Didactic task: to form the ability and knowledge of children to name their home address, street (complex) the city of Naberezhnye Chelny, house number, apartment, phone number, floor to consolidate knowledge of the right to housing, the inviolability of the home. Material: ball move games: everyone stand in a circle, educator passes the ball to the child and speaks: I live on ... the floor, ”the child continues, naming his floor, and passes the ball to a neighbor, etc.
"Our Kindergarten".
Didactic task: consolidate children's knowledge about children. garden, about kindergarten workers. What duties do they perform? Where are the group music hall etc. To consolidate the ability to navigate according to a plan in space Material: photographs and illustrations of the kindergarten, children's workers. garden. Kindergarten plans, 1st, 2nd floors, Hod groups games: From photographs and illustrations, children learn and talk about children's workers. garden. According to the plan, children are oriented in space “A child learns what he sees in his home…”
"Our country".
Didactic task: Reveal children's knowledge about our Motherland, its capital Material: illustrations of the city of Moscow, map of the world, photographs. move games: educator shows illustrations and pictures, asks questions. The kids are in charge "Small Motherland". Target: To reveal the knowledge of children about their Little Motherland, about the history of our city, monuments and sights of Naberezhnye Chelny Material: illustrations, photographs of the city Hod games: educator shows illustrations and pictures. Question answer,
. "Search kind words» .»
Didactic task: to reveal the meaning of words with examples "I'm sorry, I'm sorry", bring up friendly relations , explain the need for an apology, admission of guilt or proof of rightness and justice., connection of word and deed, word and attitude game educator begins a story about how to apologize, where and when, how these polite words are used
"Journey along the route of good feelings, deeds, deeds and relationships".»
Didactic task: draw the attention of children to the fact that good feelings, deeds and deeds evoke a sense of respect, friendship and love. Form friendships, consolidate the rules of etiquette, rules of conduct. Material: pictures with different plots of good deeds, good and bad behavior move game educator begins a story about how one should behave in a particular place, what actions are good.
"Flag of Russia"
Didactic task: contribute to the consolidation of knowledge of the flag of their country (cities, republics) fix the main colors of the flags, what do they mean? Material: stripes of red, blue and white color move games: caregiver shows the children the flag of Russia, removes and offers to lay out the multi-colored stripes in the order in which they are on the flag of Russia
"Coat of arms of Russia"
Didactic task: contribute to the consolidation of knowledge of the coat of arms of their country (cities, republics) consolidate knowledge about what is drawn on the coat of arms and what it means Material: a picture of the coat of arms cut into 6-8 parts Hod games: caregiver shows the children the coat of arms of Russia, and invites the children to make the coat of arms one whole from the parts of the picture.
"Tell me about your family"
Didactic task: Form an idea of yourself as a member of the family. Show the importance of the family in human life. To form a desire to talk about members of your family, be proud of them, love them. Material: A photo album compiled with parents family photos With family tree families
"Find the flag of Russia, the region, the village
Didactic task: to help consolidate knowledge of the flag of your country (city, Republic) to consolidate the main colors of the flags, what do they mean? Material; pictures depicting different flags Move games: among 4-6 proposed flags, find the one you need
"Find the coat of arms of Russia, region, village"
Didactic task: to help consolidate knowledge of the coat of arms of your country, region, village, what do they mean? Material; pictures depicting different coats of arms Hod games: among the 4-6 proposed coats of arms, find the right one
"Noble Deeds"
Didactic task: Bring up in children, the desire to do things for the sake of other people. To form an understanding that we call an act not only heroism, but also any good deed for the sake of another person. Material: ball, pictures and illustrations depicting noble deeds. move games: Children are invited to list noble deeds towards girls (women) and boys (men). caregiver throws the ball into the hands of one of the players, he calls a noble deed and throws the ball to the next player at will.
"Polite Words"
Didactic task: Bring up in children a culture of behavior, politeness, respect for each other, a desire to help each other. Material: plot pictures, which depict different situations: the child pushed another, the child picked up the fallen thing, the child takes pity on the other child, etc. games. caregiver shows a card and offers to compose a story based on the picture.
"Journey through the village"
Didactic task: to acquaint with the native city, with the sights of the village, with cultural monuments. Material: an album of photographs of the native village, illustrations and postcards depicting the sights of Hod games: caregiver shows the children photographs of the sights of the city, offers to name them.
"My parents' name is..."
Didactic task: We consolidate the knowledge of the name and patronymic of parents, grandfathers, grandmothers ... Material: Hod family photo albums games: children, passing the ball to each other, quickly call the surname, name, patronymic of mom and dad. "Yesterday Today" Target: to develop a sense of time in children. move games: An adult invites the children, after listening to the proposals, to determine what time it concerns (present or past). If the past, then the children show their hands behind them - it was once, but if the proposal concerns the present, then the children shrug.
"Countries and Peoples"
Didactic task: Expand children's understanding of the countries of the Earth and their peoples. To instill interest in the life of people with different lifestyles, cultures and traditions. Instill respect for culture and traditions different peoples peace. Material: globe, world map, puppets in national costumes, recording melodies of songs of different nations, pictures and illustrations depicting different countries and peoples of the world Hod games: caregiver shows a picture with an image depicting different countries and peoples of the world. Tells about them
"I love…"
Didactic task: cultivate respectful caring attitude to close people, to each other, develops communication skills Material:-. move games: Host speaks children: “Each of us loves something or someone, this feeling is inherent in all people. I love my family, my job, I love you. Tell us who or what you love. Children talk about their feelings and attachments.
"Find out who I'm talking about"
Didactic task: to consolidate children's understanding and awareness of their individuality and self-esteem, respect for the opinion of another person, help children comprehend the differences and similarities between people. Material Stroke games: the presenter describes the portrait of the child, the children guess they will not take part in it. "Continue the proverb" Target: to acquaint with oral folk word creation, to develop speech, memory, logical thinking. Material: Pictures Hod games: The teacher starts the proverb, the children continue it.
"Guessing and interpreting riddles about (Army, soldiers, Motherland, flora and fauna)
Didactic tasks: to acquaint with oral folk art, to promote self-expression of children, the ability to guess and guess riddles on morally- patriotic theme Material: riddles and pictures with clues Hod games: teacher thinks children guess the riddle
"Tell me what"
Didactic task: to develop logical thinking, memory, speech, to form the skills of selecting definitions for the word Material: cards with the image, Motherland, flag, coat of arms, etc. Move games:caregiver shows a card and offers to name what is drawn on it by one and pick up definitions for it Motherland - huge, powerful, beautiful, boundless, etc.
"Make a Family"
Didactic task: develop logical thinking, memory, speech, form the skills of selecting single-root related words Material: cards with the image of the Motherland, flag, coat of arms, etc. Move games:caregiver shows a card and offers to name what is drawn on it one and pick up related words of the same root to him homeland, native, parents, relative, mole Hero - heroic, heroic, heroism. Protection - protector, protect,
"Tell me what"
Didactic task: strengthening the ability to form adjectives from nouns, form knowledge about the national languages \u200b\u200bof their homeland, develop speech, logical Material: Pictures and illustrations of people different nationalities Thinking Stroke games; Tatar - Tatar, Mordvin - Mordovian ....
"Who are we? What are we?
Didactic task: To consolidate the knowledge of children about a person, to acquaint them with the external structure of the body and its capabilities, to develop the ability to compare and establish the simplest cause-and-effect relationships, to arouse interest in self-knowledge, bring up respect for oneself and the environment. Material: paintings and images of a person (men and women Hod games: educator shows pictures with images and invites children to find similarities and differences.
"Magic Words"
Didactic task: cause a desire to follow what is worthy of imitation, objectively evaluate behavior, bring up benevolent and tolerant attitude towards people, the ability to compare and establish the simplest cause-and-effect relationships, Material: paintings and images of Hod people games: evil - good, sick - healthy ....
"Which present (bouquet) would you like to give to your mother, grandmother .... ": Didactic task cultivate attention, benevolence, willingness to bring pleasure and joy to loved ones. To consolidate the ability to communicate in a polite manner, to take into account the interests of another. Material: pictures and illustrations of holidays and holiday gifts. move game educator begins the story that everyone loves to receive gifts, how they should be presented and when.
"What holidays do you know?"
Didactic task: To develop children's intelligence, memory, consolidate knowledge about holidays, (folk, state, religious) establish rules of conduct in public places. Material: pictures and illustrations depicting holidays, postcards for different holidays. move game educator begins a story about the fact that holidays are different, shows cards and postcards. Offers to pick up a card with a holiday, and to it a thematic postcard.
business game for educators "Moral education of preschoolers"
Yakovleva Olga Vasilievna, educator, GBOU "School No. 842", MoscowDescription of work: I offer you a business game for educators "Moral education of preschoolers." This material will be useful to educators, senior educators, methodologists of preschool departments. The business game is aimed at increasing the professional competence, pedagogical skills of educators in the implementation of the tasks of the moral education of preschool children.
Target
Improving the work on the moral education of preschoolers in the Establishment.
Tasks
To improve the knowledge, professional competence, pedagogical skills of educators in the implementation of the tasks of moral education.
Develop the ability to discuss and agree on the proposed issues, tasks. To develop the creative activity of the participants.
Game attributes: Team emblems, sheets of paper, pens, a memo "Sow kindness in children's souls", protocol forms at the jury.
Rules of the game: Know how to listen to others.
Develop a common solution to the problem.
Take an active part in the game.
Do not dispute the jury's assessment.
Observe the culture of speech and tact. Distribution by command. Presentation of the jury, presenter.
Exercise 1
Work with the memo "Sow kindness in children's souls"
Leading: Open and read the memo. What do you think are the most important tips that help in cultivating good feelings?
Contrary to the advice that was in practice and gave positive results put a "+" sign. Try to substantiate your opinion with practical examples. Opposite the advice that has not been used in practice "-". Above the advice that caused surprise "!".
What other tips (used by you in practice) could you offer.
Memo for the educator
To sow kindness in children's souls means:
1. Rejoice at the manifestation of attention and sensitivity of children.
2. Affectionately and only by name to call children.
3. Do not discuss actions in front of strangers, so as not to cause this negative feelings in other children.
4. Read poems, fairy tales, stories on this topic.
5. Learn poems about kindness with children.
6. Compose fairy tales about kindness with children.
7. Use proverbs about kindness.
8.Create situations that call for kindness and compassion.
9. Do not humiliate the child.
10. After the remark, touch the child and make it clear that you sympathize with him.
11. Tell parents about the good deeds of children.
12. Find strengths in each child.
13. Pay special attention to those children who do not receive recognition among children.
14. Do not read long lectures.
15. Discuss positive situations with children, for example: “How Misha helped us out”, “Why I love my girlfriend”, “Our good deeds”
16. Take care of the younger ones (give gifts, toys, help get dressed, etc.)
17.For removal stressful conditions children in a group, you can hang a punching bag, put an “angry” mirror in a secluded place.
Task 2
"Planning an Ethical Conversation"
Leading: One of the forms of education and upbringing of preschool children are ethical conversations helping children learn the norms and rules of moral behavior. The interview is prepared, conducted and directed by the educator. During the conversation, the teacher not only asks questions for discussion, but also looks for the main thing that stimulates children to think, express their point of view, and prove it.
A positive attitude of children to the conversation is achieved through:
- posing questions understandable to children and practically important for them, related to everyday experience;
- submission of material to figurative form that can arouse the interest of a preschooler, attract their attention;
Encouraging the activity of children, their desire to take part in the conversation.
Teams are given the task to plan an ethical conversation.
Task 3
"Discussion of situations"
1. You suddenly heard such an agreement from the children: “I will give you a candy, and you will take me into the game.” Your actions.
2. The child stumbled and fell. None of his comrades notices his tears. your words and actions.
Task 4
"Compliment"
Leading: The basis of the communicative interaction of preschoolers with adults and peers is the need for benevolent attention. A means of attention, approval is a compliment. It is important that children hear compliments from educators, parents, and peers.
You are invited to write as many compliments as possible in the following areas:
1. Approval of appearance
2. Approval of personal qualities
3. Approval of business qualities
Task 5
Competition "Proverbs about goodness"
Leading: Remember and name proverbs about kindness.
Proverbs about kindness
A good word is a good answer.
Good is good everywhere.
A good man will come, as if he will bring light.
Good hello and the cat is pleasant.
The owner is happy to have a good guest.
It is not clothes that make a man, but his good deeds.
A good son brings joy to his father, a bad son brings sadness.
Whoever gets angry in vain, his head hurts.
A smart man blames himself, a stupid one blames his comrade.
The kind one does the deed rather than the angry one.
As it comes around, so it will respond.
The hut is not red in the corners, but red in the pies.
The richer, the more happy.
Don't judge others, look at yourself.
What you don't like in others, don't do it yourself.
It is bad for those who do no good to anyone.
Friends are known in misfortune.
If you like to take, love and give.
It is hard for him who remembers evil.
Good times will not be forgotten.
An affectionate word and tames the storm.
Good does not die, but evil disappears.
A bad person, if he does not remember the good.
Do not rush to punish, hurry to pardon.
Remember good, but forget evil.
Good deeds last forever.
A good deed to be remembered for centuries.
Having done good - do not repent; having done bad - do not expect good.
The word heals - the word hurts.
Task 6
Bank of ideas
All participants are invited to replenish the Bank of Ideas by answering the question: How to build partnerships with parents of pupils on the moral education of children, what activities can you offer? (Discussion)
Summing up the business game
The jury discusses the answers and evaluates them. Not only their correctness is taken into account, but also the behavior of team members during the discussion, correctness, clarity, and literacy.
The host announces the overall result (according to the jury), gives small souvenirs, thanks for participating.
"Game as a means of spiritual and moral education of preschoolers" "Without the game there is and cannot be full development. The game is huge bright window, through which spiritual world the child is infused with a life-giving stream of ideas, concepts. The game is a spark that ignites the flame of inquisitiveness and curiosity. V.A. Sukhomlinsky MBDOU TsRR 23 "Spring" Senior teacher Nuzhdova T.V. Educators: Tyurina L.M - 2015 academic year
Relevance The current task is to educate preschoolers of moral and volitional qualities: independence, organization, perseverance, responsibility, discipline. Formation of the moral-volitional sphere - important condition comprehensive education of the personality of the child. Not only his successful learning at school, but also the formation of a life position. Exactly at preschool period In childhood, the foundations of ethics are laid, individual variants of attitude towards oneself and others are formed and strengthened.
The game as a leading activity of a preschooler has essential in the formation of personality. Each type of game (didactic, building, plot-role-playing, mobile, dramatization) has an impact on the moral and spiritual development of a preschooler.
Various aspects of the game were constantly the subject of careful and detailed study. Games in the moral education of children are considered in the works of L.S. Vygotsky, A.N. Leontief, J. Levy, R. Kaitz, J. Piaget, K.D. Ushinsky, J. Huizinga and others. The game as a means of personality formation and development of its potentials is studied in the works of N.P. Anikeeva, O.S. Gazman, T.E. Konnikova, D.V. Mendzheritskaya, I.I. Frishman, G.1T. Chernoy, S.A. Shmakov and many others.
To cultivate friendly relations between children, to form the ability to negotiate, to play together. To educate, through a role-playing game, a caring attitude towards kids, the elderly. To form moral qualities: responsiveness, goodwill, justice and modesty. Develop strong-willed qualities: - the ability to negotiate when distributing roles, - to comply with established norms of behavior, - to follow a positive example in their game actions. Enrich the dictionary with verbal politeness formulas: “hello”, “goodbye”, “please”, “sorry”, “thank you”, etc. To develop in boys and girls the qualities characteristic of their gender (for boys - the desire to help girls, for girls - modesty, caring for others). TASKS
The role of didactic games in the spiritual and moral education of a preschooler Preschoolers form moral ideas about caring attitude to the objects around them, toys as products of adult labor, about norms of behavior, about relationships with peers and adults, about positive and negative personality traits. In the upbringing of the moral qualities of a child's personality, a special role belongs to the content and rules of the game. Most didactic games are collective. The presence of rules creates conditions for the self-organization of children, and this, in turn, is the basis for the formation correct behavior and relationships among people.
The role of outdoor games in the formation of moral behavior These games constitute a large group of games with rules. They are based on a variety of movements - walking, running, jumping, climbing, throwing, etc. Outdoor games satisfy the growing child's need for movement, contribute to the accumulation of a variety of motor experience. Outdoor games are even more diverse than didactic ones. By origin, folk and copyright games are distinguished. According to their structure, they can be divided into plot and non-plot games (with the use of motor toys, with the inclusion of sports elements). Games are also distinguished by the nature of their organization: in this case, games are distinguished without dividing the players into groups (teams) and with division into groups.
The role of building games in the spiritual and moral education of preschool children Building games for children is an exciting activity in which children express their impressions about construction, transport, and the work of adults. Construction games open up wide opportunities for the development of the mental, labor, moral spheres of the child. The building game contains great pedagogical opportunities for the development of the moral sphere of the child. In a joint building game, children develop valuable personality traits: the ability to agree with comrades on what and how they will build, help each other in the construction process, support the initiative of a friend, and at the same time insist on their own, prove the advantages of their game plan.
The dramatization game contributes mental development children, the development of mental processes (memory, imagination, attention, etc.) and such personality traits as independence, initiative, emotional responsiveness, imagination. The significance of these games for the aesthetic education of preschoolers, the development of artistic abilities and creativity, which manifests itself in the search for various means of expression to create the image of the hero of the work, is great. The development and improvement of movements in the game contributes to the physical development of children. I would especially like to highlight the importance of dramatization games in the social and moral education of preschoolers. Children are attracted by the inner, emotional richness of literary plots, the specific active actions of the characters. Children emotionally master a literary work, penetrate into the inner meaning of the actions of the heroes, they form an evaluative attitude towards the hero. A literary work brings a child closer to a literary character, activates the processes of forming empathy, sympathy, assistance, and contributes to the formation of moral motives of behavior. The role of dramatization games in the spiritual and moral education of preschoolers
Role role-playing games in the spiritual and moral education of a preschooler In the role-playing game, the foundations of future socially useful activities are laid. This is facilitated by games in the profession. A benevolent attitude towards people, mutual assistance, truthfulness, honesty, respect for elders, love for work, all this can be brought up in a child in a properly organized game. Role-playing games with everyday themes are loved by all preschoolers. In the middle and senior groups of the kindergarten, educators, continuing spiritual and moral education together with the family, can use role-playing games in the “family”, educating children in the qualities inherent in future parents. The problem of educating boys and girls of the moral qualities of future parents is becoming increasingly important.
A role-playing game can be a means of forming children's moral ideas in general and humane feelings in particular, since children reproduce human relationships in it. The structure of a creative role-playing game, according to D. B. Elkonin, includes the following interrelated elements: the roles that children take on; game actions through which these roles are realized; game use of objects (replacement of real objects by game ones). According to D. B. Mendzheritskaya, the main way of education in the game is the influence on its content, i.e., the choice of the topic, the development of the plot, the distribution of roles, the implementation of game images. Through a certain plot, content and role during the game, it is possible to form the moral and social feelings of preschoolers. Necessary condition this modeling of relationships in which humane feelings are manifested.
The level of development of humane manifestations in children does not correspond to their age capabilities, their emotional experience is poor. Some children do not even know how to notice the state of their peers, while others, seeing the difficult situation of a friend, do not sympathize with him and do not try to help, console. Still others, empathizing, do not know how to provide effective help. Different emotional sensitivity of children in relation to other people requires teachers to take into account individual features and more “targeted” design of formative influences.
For example: the "doctor" came to the house of the "sick" and almost from the threshold asks: "What hurts you?". The "sick" interrupts him in an edifying tone: "Did you forget to say" hello "?" Natasha, wanting to get involved in the game "Hospital", approaches the players with a loud moan: "I'm sick, oh, oh!". At first, no one pays attention to her moans, then Anya (the doctor) strictly and rather indifferently says: “Don’t interfere, you see, I’m doing an operation.” But Natasha continues to moan plaintively: “Oh, oh, I feel bad!”. And the doctor finally took pity: "Well, okay, wait a bit, we'll treat you."
Sick Tanya was brought to the hospital in an ambulance. Doctor Oksana approaches her with a standard question: “What hurts you?”. Tanya: "My throat hurts a lot." "Now I will listen to you." He listens carefully with a pipe. Addresses “mother” (Anna): “Your daughter has a very hoarse voice. You have to make an injection. She has a sore throat." Hearing about the injection, Tanya groans loudly: "Oh, I'm afraid of injections!" (imitates crying). Anya and Oksana do not react at all to this. Only when Tanya began to insistently and loudly moan and cry, Oksana shouted at her: “Quiet, I told you!” and "made an injection." Tanya: "Oh, it hurts, it hurts!" Doctor (strictly): "But you will recover soon." As you can see, the child only fulfills the duties prescribed by the role of a doctor. Visible concern is nothing more than the performance of role-playing activities. There are no emotional manifestations in it: tenderness, pity, affection are the basis on which the child develops a humane attitude towards people.
So, the role-playing game gives children the opportunity to show kindness, caring. But even the play activity of preschoolers, aimed at caring for humans and animals, mostly proceeds without emotional manifestations of a humane nature, although it can be seen from the unfolding of the plot that children have an idea of the emotional and moral relations between people. The development of a role-playing game without proper pedagogical guidance, even in the conditions of a preschool institution, is delayed at the level of reproducing actions and the external nature of relationships.
For the formation of humane manifestations in preschoolers, the following ways can be used: to develop in children the ability to understand the state, mood of a person by his facial expression, intonations of speech, movements, emotional reactions; to stimulate in preschoolers emotions expressing feelings, a benevolent and caring attitude towards people; to form ways of emotional assistance, the ability to sympathize, console, provide all possible assistance to those who need it.
Vova (“doctor”), having arrived on a call to the “patient”, strictly asks: “What happened to you?”. Denis ("father"): "My daughter got sick." Doctor: Let's see. We must first put a thermometer and mustard plasters. He silently performs all procedures. At this time, Masha's father and brother (Valery) are preparing dinner. The doctor addresses them: “Masha has a temperature of 39 degrees. You hear?". Valery: So what? I'm making soup." And Denis is so passionate about cooking dinner that he did not even react. Vova declares that Masha needs to be taken to the hospital, Valery is silent, and Denis replies: "I bake pies."
Vova enters the "doctor's" office with a bear. On behalf of the bear, he turns to Anton, who plays the role of a doctor: "Treat me, doctor, I have a sore throat." Anton leans towards him, sympathetically asks: “Are you in a lot of pain? Yes, it is immediately clear that he is ill, his head is lowered, his eyes are sad. Show your throat. Carefully examines the throat of the patient: "Very, very red." He pats the bear by the ear, says encouragingly: "Well, it's okay, be patient, we'll cure you." Turns to Vova: “Do you have blue at home? When the throat hurts, it must be smeared with blue, my mother always does this to me. He bends over the bear, says, smiling: “Don’t be afraid, it doesn’t hurt at all.” If the bear gets worse, we will put him in the hospital. Now I’ll find out by phone if there is a hospital free place". He turns to Lena, who plays the role of a nurse: “For now, take care of the bear, I have to negotiate with the hospital” (a serious look, business tone). On the phone: “Is this a hospital? They call from the clinic. I have a sick bear here at the reception, he has a sore throat. Do you have free space? After two days? Okay, I'll call you later. Come back in two days, we'll put him in the hospital. In the meantime, don't worry, treat him like I told you. Goodbye".
METHODS AND TECHNIQUES Organization of life and game developing situations that provide children with the opportunity to learn the experience of moral behavior and a friendly attitude towards peers and relatives. We can recommend the use of such games and exercises: Affectionate Children”, “Palms”, “Name Yourself”, “Magic Chair”, “Gift to a Friend”). - aimed at developing emotional awareness (“Color mood”, “Masks”, “We are artists”) - aimed at mastering the rules for using speech in various social situations (“Talking on the phone”, “How should we be”, “How are they talking to you " and etc.). In order for children to consolidate the ideas of “good”, “bad”, learn to identify the positive and negative actions of their peers, we can recommend the game: “Good transformations”. Introduce children to a fictional toy that observes the actions of children. This character is unusual, it has two halves. One half is good, the other is evil, if the child does good deeds, the character becomes kind, hospitable, he has a smile on his face, and if he sees bad deeds, he becomes sad, upset. With the help of this character, it is easier for the child to understand which deed is bad and which is good. “Magic Water” by N.M. Metenov.
The system of given actions can include emotional manifestations in their expanded form. For example, the “mother” gently soothed her “daughter”-doll: “Don’t cry, little one, don’t cry, good one,” putting her to bed, treated her kindly, stroked, kissed, softly hummed a lullaby. You can play out certain storylines: “Natasha’s doll is sick, she needs to be treated”, “How to cure your favorite toys”, “Animals are sick”, “What kind of doctor everyone loves”, “How zookeepers work”, “Telling a doctor about a sick family member” .
Speech communication, conversations ethical content The goal is to encourage thinking and speaking, giving children the opportunity to express themselves. This allows you to understand what children think, what they know from personal experience. With the help of conversation, children learn to fairly evaluate the actions of their peers, and sometimes adults, learn to understand what is possible and what is not, what is good and what is bad. Sample Topics conversations: “Be always polite”, “What is good, what is bad and why”, “Your good deeds”, “How can you please your mother” and so on.
Performances with toys that show children patterns of correct behavior and relationships in kindergarten and in the family. Viewing dramatizations where the characters loved by children participate with a mandatory assessment of their actions. Creating an imaginary situation: an explanation on an imaginary radio or TV about the opening of new "hospitals", "shops".
Here is an excerpt from the dramatization "How Zookeepers Work", demonstrating the caring attitude of the zookeeper to his ward monkey. Hello Chap! Give me your paw. Like this. How are you feeling? Nothing hurts you? (Strokes.) My good Cap. Now I will feed you. Here you have apples, seeds, nuts. Eat, Little Cap, eat, gourmet. (He strokes the monkey, gives seeds from his hand.) Now drink some clean water. Tasty? Are you full, Chapochka? Now I will clean you, and you will become a clean, beautiful monkey. (Cleans with a brush.)
Communication and joint activities with the educator - as a means of establishing trust, enriching social ideas and interaction experience. The role of the educator in the game can be different: he can be a direct participant in the game, an adviser, an assistant, etc. But in all cases, the educator, attentive to the ideas and aspirations of the children, without suppressing their initiative and independence, influences the content of the games, creates conditions for their deployment, for the development of children's ingenuity, creativity. The teacher's smile, nodding or shaking his head, eye contact, facial expressions, joint actions with the child when performing a task, listening, laughing at the child's jokes - all this affects the formation of the moral qualities of the child's personality.
Observation of the actions and attitudes of adults (cook, nanny, doctor, janitor, teacher) When getting acquainted with the work of adults, preference is given to excursions, that is, direct active observation. Children are not only shown the actions that people perform, but also explain the significance of their work for others. Pay attention to the personal qualities of a working person. For example, to explain that the seller is polite, attentive, he listens to buyers, offers them the right thing, advises; when getting acquainted with the work of a doctor, emphasize that he is caring, both in rain and in cold weather comes to sick children.
Figurative imitation games, round dance, theatrical, mobile, didactic, construction - for the development of emotional responsiveness and the joy of communicating with peers. For example: conducting didactic games “Guess who is doing this doctor or nurse”, “What is the treatment?”; The game "Zoo" was preceded by didactic games ("Who needs what?", "Feed the animals", "Guess the name of the animal from the description", "Riddles") and board-printed games ("Zoo", "Zoological Lotto", "Birds and animals"); stories about the work of zoo workers.
Reading poems, nursery rhymes, fairy tales on the topics of kindness, love for parents, caring for animals. Literary material is indispensable in the moral education of a child, since it is easier for children to evaluate the behavior and actions of others than their own. For comprehensive development personality to include children in various activities related to literature. For example: reading and discussion by V.A. Sukhomlinsky “Why didn’t Olechka pick a flower?”, A. Kuznetsova “We quarreled”, K.D. Ushinsky "Know how to wait", A. Barto "Helper", reading fiction reflecting the social orientation of the work of adults.
Poems, riddles, songs included in the work with children give an aesthetic background to the classes. The children create their drawings based on fairy tales, stories, exhibitions of works are organized. Teacher's stories using illustrative material about the work of adults and relationships in its process; staging of literary works; Compiling children's stories on topics related to the work of adults; Dramatization of literary works;
Consideration of plot pictures, illustrations in order to enrich social ideas about people (adults and children), orientation in the immediate environment (in a group, preschool educational institution and in a family). Teacher's stories using illustrative material about the work of adults and relationships in its process; help children understand the rules of moral behavior from the standpoint of generally accepted norms and, influencing the emotional and volitional effective-practical components of the child's personality, support his desire to do the right thing, contribute to the formation of habits of moral behavior.
Story games, uniting children with a common plot, game actions, the joy of reflecting the roles of adults. To bring children together joint game, developing a friendly attitude towards each other, the ability to agree on what and how they will play, it is necessary to use various techniques. For example, Anton drives a truck, and Zhenya started building something, taking parts from a rack. Invite Anton to bring the parts, and to complete the construction faster, connect Sasha to him. The game takes on a new character, a group of children is already participating in it. At the end of the game, draw the attention of the guys to what good road the boys built for the machines. And then, when the children start building something, they already unite.
The game can contribute to the education of moral qualities under a number of conditions: - proper organization and game management - correctly formulated motivation; - a variety of children's games aimed at developing positive qualities preschoolers, their aesthetics and attractiveness; - taking into account the individual characteristics of the child, his interests.
1. "Moral education of preschool children in kindergarten" edited by V. G. Nechaeva and T. A. Markova. (This book defines the goals and objectives of the moral education of preschoolers. This helped me determine and set moral goals and objectives in play activities). 2. “Sow a habit - reap a character” L. I. Kaplan (I learned and applied in my work the experience of a teacher in the formation good habits in children). 3. "Raising children in the game" A. K. Bondarenko, A. I. Matusik (This manual helped me to involve children in the game, help them understand moral norms and ideas). 4. "Junior preschooler in kindergarten" T. I. Babaeva (This book helped me in choosing games and game situations for the formation of moral qualities). 6. "Pedagogical situations in family education preschooler "L. F. Ostrovskaya (applied examples of pedagogical situations on parent meeting which helped to determine the level of moral development in the family). 7. “The role of play in the upbringing of children” by A.P. Usov (The book helped me understand the importance of play in the moral development of preschoolers). Literature
GAME AS A MEANS OF MORAL EDUCATIONPRESCHOOL CHILD.
"Without play, there is not and cannot be
full development.
The game is a huge bright window,
through which to the spiritual world of the child
flow of life flowing
ideas, concepts.
The game is the spark that ignites
spark of inquisitiveness and curiosity.
V.A. Sukhomlinsky
We are faced with the following tasks for the moral education of children:
1. Cultivate friendly relations between children, the habit of playing, working, doing things together; develop the ability to negotiate, help each other; the desire to please elders with good deeds.
2. Cultivate a respectful attitude towards other people. Explain to children that they should not interfere in the conversation of adults; learn to listen to the interlocutor and not to interrupt him unnecessarily.
3. Cultivate a caring attitude towards babies, the elderly; learn to help them.
4. To form such qualities as responsiveness, justice and modesty.
5. Develop volitional qualities: the ability to limit one's desires, overcome obstacles that stand in the way of achieving the goal, obey the requirements of adults and comply with established norms of behavior, follow a positive example in one's actions.
6. Enrich the dictionary with verbal politeness formulas: “hello”, “goodbye”, “please”, “sorry”, “thank you”, etc.
7. To develop in boys and girls the qualities characteristic of their gender (for boys - the desire to help girls, give way, give a chair, let yourself through the door ahead; for girls - modesty, concern for others).
8. To form a self-esteem of one's actions, to teach to evaluate the actions of other people benevolently.
9. To cultivate the desire to express one's attitude to the surrounding reality.
10. To form the ability to calmly defend one's opinion.
11. Raise the desire to learn the culture of your people (through fairy tales, proverbs, sayings, works of folk decorative art), develop a caring attitude towards it.
12. Cultivate a respectful attitude towards the culture of other peoples.
Moral education is carried out with the help of certain means and methods.
1. Game as an effective means of moral education.
The game is one of the most effective means of moral education of a preschooler in the family.
At preschool age, the game is the kind of activity in which the personality is formed, its inner content is enriched. The main significance of the game associated with the activity of the imagination is that the child develops the need to transform the surrounding reality, the ability to create something new. It combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions. Having taken some role (doctor, circus performer, driver), the child does not just try on the profession and features of someone else's personality: he enters into it, gets used to it, penetrating into her feelings and moods, thereby enriching and deepening his own personality.
The game of the child has its own characteristics. emotional side play is often determined by the relationship between the child and adults. These relationships make the child want to imitate older family members and their relationships. The more democratic the relations between family members, the brighter they are manifested in the child's communication with adults, they are transferred to the game. Communication, a variety of life situations create conditions for the child's play activities, especially for the development of plot-role-playing games with everyday topics, the moral education of the child takes place. The game - as the leading activity of a preschooler, causes qualitative changes in his psyche (which were mentioned above). The game is also important for the child to acquire social skills of communication, interaction with peers, not to mention the fact that in the process of playing activity the child penetrates into the world of adults. Thus, a human game is an activity in which social relations between people outside the conditions of directly utilitarian activity.
Role-playing elements begin to develop in early childhood. At preschool age, the game develops into a specific activity that has a complex structure. Such a variety of preschool games is known that it is necessary to structure our knowledge, otherwise confusion will arise.
The most relevant for preschoolers are role-playing, didactic and outdoor games.
1. Role-playing games have the following structural components:
Plot- that is, the reality that children reflect in their games. Usually they reproduce scenes from family life and labor activity. At the same time, it is common for each preschool age to reproduce different sides reality within the same plot (from focusing on the performance of an action to reflecting complex social relations).
During preschool childhood there is a complication of both the plot and the content of the game.
In the course of role-playing games, the preschooler takes on certain roles and obeys rules, requiring other children to comply with them. Considering this feature role-playing games, it is important for an adult to competently manage the game of children in order to convey to them the moral norms of behavior and rules that are reproduced by children in the process of playing activity.
2. Didactic games is a specific and meaningful activity for children. This type games has ready game material, concept and rules, i.e. didactic games used in pedagogical process(as opposed to role-playing, which are spontaneous). Didactic games have target, i.e. this game is aimed at obtaining a specific result. The goal has two aspects:
Cognitive, i.e. what we should teach the child;
Educational, i.e. those ways of cooperation, forms of communication and attitudes towards other people that should be instilled in children.
The purpose of the didactic game is aimed at the development of certain mental processes and abilities. The game plan is game situation, into which the child is introduced, and which he perceives as his own. In all cases, the idea of the game is realized in game actions that are offered to the child so that the game takes place.
An important feature of the game are the game rules which convey to the consciousness of children its idea, game actions and learning task.
An adult organizes the game and directs it - he helps to overcome difficulties, evaluates the actions of the child. Didactic games are meaningful activities for the child, in which he willingly joins. The social experience gained becomes his personal property, since it can be applied in other conditions. The game should give the child the opportunity to put into practice what is familiar to him and encourage him to learn new things.
Preschoolers develop moral ideas about caring for the objects around them, toys as products of adult labor, about norms of behavior, about relationships with peers and adults, about positive and negative personality traits.
In the upbringing of the moral qualities of a child's personality, a special role belongs to the content and rules of the game. Most didactic games are collective. The presence of rules creates the conditions for self-organization of children, and this, in turn, is the basis for the formation of correct behavior and relationships among people.
3. Outdoor games aimed at improving health, improving the overall physical fitness of children, meeting their biological needs for movement. Distinctive feature outdoor games - their emotionality (monotonity should not be allowed). Outdoor games should contain interesting motor tasks, game images, unexpected situations. There are outdoor games aimed at developing dexterity, movement coordination, speed, etc.
We bring to your attention another type of game that is of interest to preschoolers. Perhaps this type of game is not widely used by children (due to the fact that it requires special adult intervention), but their pedagogical value is undeniable.
These games make up a large group of games with rules. They are based on a variety of movements - walking, running, jumping, climbing, throwing, etc. Outdoor games satisfy the growing child's need for movement, contribute to the accumulation of a variety of motor experience.
Outdoor games are even more diverse than didactic ones. By origin, folk and copyright games are distinguished. According to their structure, they can be divided into plot and non-plot games (with the use of motor toys, with the inclusion of sports elements). Games are also distinguished by the nature of their organization: in this case, games are distinguished without dividing the players into groups (teams) and with division into groups.
4. Theatrical games (dramatization games)- make it possible for a preschooler to get acquainted with the outside world through images, colors, sounds. Spectacle causes joy, and the fabulousness of the images enhances the attractiveness of the game.
Theatrical games are divided into directorial and dramatization games.
The directors are table theater, shadow theater. Here the child or adult is not actor, but creates scenes, plays the role of a toy character - three-dimensional or planar. He acts for him, depicts him with intonation, facial expressions. Participating in dramatization games, the child, as it were, enters into the image, reincarnates into it, lives its life.
Dramatization game contributes to the mental development of children, the development of mental processes (memory, imagination, attention, etc.) and such personality traits as independence, initiative, emotional responsiveness, imagination. The significance of these games for the aesthetic education of preschoolers, the development of artistic abilities and creativity, which manifests itself in the search for various means of expression to create the image of the hero of the work, is great. The development and improvement of movements in the game contributes to the physical development of children.
I would especially like to highlight the importance of dramatization games in the social and moral education of preschoolers. Children are attracted by the inner, emotional richness of literary plots, the specific active actions of the characters. Children emotionally master a literary work, penetrate into the inner meaning of the actions of the heroes, they form an evaluative attitude towards the hero. Literary work
brings the child closer to the literary character, activates the processes of formation of empathy, sympathy, assistance, contributes to the formation of moral motives of behavior.
Thanks to a fairy tale, a child learns the world not only with his mind, but also with his heart, expresses his own attitude towards good and evil. Favorite characters become role models and identifications. In the process of working on the expressiveness of the characters' replicas, the vocabulary is imperceptibly activated, the sound culture speech, its intonation structure. The spoken remarks put him in front of the need to correctly express himself. Improved dialogical speech, its grammatical structure. Theatrical activity is aimed at developing children's sensations, feelings and emotions, thinking, imagination, fantasy, attention, memory, will, as well as many skills and abilities (speech, communication, organizational, design, motor).
Conclusion.
Thus, I would like to conclude that the game, as the leading activity of a preschooler, is of paramount importance in the formation of personality. Each type of game (didactic, construction, role-playing, mobile, dramatization) has an impact on moral development preschool child.
caregiver
Ganina Marina Rafailovna
Play is the main activity in preschool. The child is socialized through play. Formation of the conceptual apparatus. Education focuses on the inner freedom of the individual. Value orientations of spiritual and moral education are being laid.
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Card file of games on spiritual and moral education
Prepared by:
Andreeva Marina Nikolaevna
MDOBU No. 4 "Lukomorye"
Sol-Iletsk
1. "Introduction"
It can be carried out with parents and teachers, as well as with children of the preparatory group. Its essence lies in the fact that you will take turns calling your name and your inherent quality. Starting with the same letter as the name.
2. "Snowball"
Target: allows children to quickly remember names, each other, establish contact.
Game progress: The first participant (for example, to the left of the leader) says his name. The next one repeats it, and calls his own. And so in a circle. The exercise ends when the first participant calls the whole group by name.
3. "Affectionate name"
Target: the exercise also allows children to remember each other's names, helps to create a comfortable environment for each participant.
Instruction: “Remember how affectionately you are called at home. We will throw the ball to each other. And the one to whom the ball hits calls one or more of his affectionate names. In addition, it is important to remember who threw the ball to each of you. When all the children name their affectionate names, the ball will go in the opposite direction. Now you need to try not to confuse and throw the ball to the one who first threw it to you, and, in addition, pronounce his affectionate name.
4. "Let's not release the ball from the circle"
Target: Formation of the ability to act together, the removal of emotional stress.
The players stand in a circle and hold hands. To the center of the circle starts balloon ik. The task is to keep the ball in the air for as long as possible, by any means, but without separating the hands.
5. "Ring of Beauty"
Target: assistance in shaping the personality of the child, his social and moral relations with the outside world through the development best qualities.
You have a beauty ring. It is worth pointing the ring at any person, as all the most beautiful becomes immediately visible in it. Children stand in a circle and stretch their folded palms forward. The teacher imperceptibly puts a ring in someone's palms. Then the children shout in chorus: "Ring, ring, go out on the porch." The one who received the ring runs out to the middle of the circle. He should touch his friends with a ring and talk about what he sees beautiful in them. The one who saw the most beautiful in his friends receives a beauty ring as a gift.
6. "Help the blind grandfather"
Target: the formation of a sense of respect for adults and peers, an attentive attitude towards the people around them, trust in each other, the development of character traits that contribute to better interaction and mutual understanding in the process of communication, mastering the skills of interaction and cooperation, familiarization with ethical standards of behavior, conscientiousness and honesty in performing game rules.
The number of players is at least 2 people. At the beginning of the game, the leader is selected by drawing lots. The facilitator should invite all participants to divide into pairs and find out which of them will play the role of grandfather and who will help him. The host explains that the "grandfather" does not see well. he is old, so he is blindfolded. Then the leader with the rest of the players comes up with a route (the route should not go along a straight road, it is advisable to go around bushes, trees, furniture ...). Along this route, players will guide the "blind grandfather". After that, the couples stand at the start and, at the whistle of the host, set off. The winner is the pair that quickly and without errors will overcome the entire route. Complicating the game - you can’t touch the “grandfather” and you can only control his movement with words
7. "Only good"
Target: help children form an idea of goodness; development of oral speech: creative thinking, imagination.
The teacher with the ball in his hands stands in front of the children, asks them to line up in a row, and then tosses the ball to each of them. Children catch the ball only when some good quality is pronounced (truthfulness, kindness, accuracy). In this case, they take a step towards the teacher. If children accidentally "catch a bad quality" (intolerance, greed, anger), they take a step back. The first person to reach the teacher wins. This person becomes the leader.
8. "Colors of emotions"
Target: development of imagination, expressive movements.
Game progress: The leader is selected, on a signal he closes his eyes, and the rest of the participants conceive among themselves one of the primary colors. When the driver opens his eyes, all participants, by their behavior, mainly emotional, try to depict this color without naming it, and the driver must guess it. You can divide into two teams, while one team will depict the color (alternately or simultaneously), and the second will guess.
9. "Circle of Integrity"
Target: continue to form social and moral relations with the outside world through the development of the best qualities - the honesty of the child.
Children are divided into two teams. Members of one team stand in a circle and, holding hands, raise them up. This is the circle of honesty. The second team stands in a chain one after another, under cheerful music runs in and out of the circle of honesty like a stream. When the music stops, the children forming the honesty circle put their hands down and don't let anyone out of the circle. Those who remained in the circle, in turn, talk about any honest deeds. Then the teams change places.
10. "Hands meet, hands quarrel, hands make up"
Target: correlation of a person and his tactile image, removal of bodily barriers; developing the ability to express one's feelings and understand the feelings of another through touch.
Game progress: The exercise is performed in pairs, with eyes closed, children sit opposite each other at arm's length. An adult gives tasks (each task is completed 2-3 minutes):
Close your eyes, stretch out your hands towards each other, get to know each other with one hand. Try to get to know your neighbor better. Put your hands down.
Stretch your arms forward again, find the hands of a neighbor. Your hands are quarreling. Put your hands down.
Your hands are looking for each other again. They want to reconcile. Your hands make up, they ask for forgiveness, you are friends again.
Discuss how the exercise went, what feelings arose during the exercise, what did you like more?
Game exercise "Binding thread"
Children stand in a circle and pass each other a ball of thread so that the one who already held the ball does not let go of the thread. When passing the ball, we say good wishes to each other.
11. Balloon Game
Target: To form in children awareness, understanding of good deeds. Learn to analyze and draw conclusions. Distinguish heroes by their actions. Form the concepts of positive and negative characters. Classify them according to these concepts.
Game progress: The teacher reads a fairy tale, a story. Then there is a discussion of the read work. Children answer the teacher's questions. Optionally, they retell the passage they like from the text. Then there is a classification by means of questions of the educator, that is, the division of heroes into positive and negative. We put positive heroes in a balloon while the child explains why he chose this particular hero (gives examples of good deeds of this character).
12. Lotto "Good Deed"
Target: To educate in children a good attitude towards loved ones, care for them. Learn to analyze and draw conclusions. Learn to correlate objects (tools, actions and with good deed. Classify them according to these concepts.
13. The game "Bird of happiness"
Target: Cultivating a good attitude towards others, providing assistance, support. Encourage children to do good deeds, take care, help others.
Game progress: A stand in the form of a bird (Peacock, located at the level of the eyes of the children in an accessible place. There are circles next to the bird in the box. In the same box are the cut out faces of the children or their marks on the back of each mark Velcro for fastening. The child attaches his own mark and from it he lays out circles with a ray. They indicate things: a red circle - to help in class, a blue circle - to help a friend get dressed, an orange circle - to help those on duty, a green circle - to help the teacher water the flowers, a blue circle - to bring and pour food into the feeder, etc. The circles are attached during the day at the end of the day the results are summed up.
14. "Good cloud"
Target: Form the concept of "Kindness," a good attitude towards loved ones, think about your actions and the actions of others, compare them and draw conclusions. To educate in children a good attitude, caring for one's neighbor, rendering assistance. Encourage children to do good to others. Cultivating a good attitude towards others, providing assistance, support.
Game progress: A picture of a cloud with ribbons is hung out. Children's tags are attached to each ribbon. Then droplets of good deeds are attached to the ribbon.
For these games to be successful, they must be experienced and experienced by adults.
