It is difficult to overestimate the value of the fairy tale. The fairy tale is our satellite for life, starting from early childhood and to deep old age.
For a child, this genre of literature is not just fiction, fantasy, it is a special reality. The child half lives in an imaginary world, and does not just live, but actively acts in it, transforms him and himself. The fairy tale allows you to learn the idea: everything can be improved, to improve, change for the benefit of people. Imaginary situation relates a fairy tale with the game basic activities of preschoolers.
Problem faced with me: how to form in children a value attitude to life, providing sustainable and harmonious development Personality. That is why I had a desire to use talentherapy in my work as a means of developing the moral ideas of children preschool age.
For the development of the personally significant qualities of children, the environment itself, which a fairy tale creates, and its perception by a child, how she is presented to him. Fairy tales are presented to preschoolers are not diverse enough, mostly reading, told, watching cartoons, movies based on fairy tales. Fairy tales are not fully used for the development of children imagination, thinking, speech creativity and active upbringing good feelings. Unfortunately, in modern families, a family reading tradition is minimized, only a small degree of attention is paid to the parents to the formation of moral ideas. Children are proud of their parents. They are all cute and expensive. But they are not always thinking about the fact that the attractiveness of the child is not only in his beauty external view, most importantly, in another, as the younger child sees himself? How does it hold on people? What are his manners, movement gestures, movements? Task moral education It is that universal moral values \u200b\u200b(debt, honor, dignity, etc.) should be internal incentives for the development of the emerging personality.
His work through the immersion in a fairy tale, I began with the study of special literature on the theory and practice of talentorate, and then with the creation of an objectory environment. This is a phonet of musical works. Collection of fairy tales with audio accompaniment. Attributes for organizing educational activities.
In working with a fairy tale, it is necessary to take into account the age of children, their capabilities. As a rule, work with a fairy tale is most actively used with children of the senior and preparatory group, but most fairy tales can also be used when working with earlier children, it is simply necessary to adjust the task.
And now let's get acquainted with the means I use in my work with a fairy tale. it
1. Fabulous ducklotherapy.
This means is stimulating the child's development of the child. "Reviving" a doll, the child feels and sees how each of his action immediately reflects on the behavior of the doll. In my work, I use glove dolls.
2. Writing a fairy tale.
The writing magic fairy tales It helps to consider the same phenomenon from different sides, lose many models of behavior and find a way out, can adjust the behavior of children.
3. Stopping fairy tales.
The dramatization game allows the child psychologically gets closer to the hero of the fairy tale, survive his victory, failure happiness and trouble. One thing is already spreading the boundaries of the vital experience of the preschooler and enriches it. I will say right away that I have rarely dramatizing, so it requires a lot of time to prepare and conduct. But since children always with delight trying on a variety of images, I will try to use as often as possible.
4. Tales on the sand
Sand interaction cleans the energy of the child, stabilizes its emotional state. In addition, work shoulder to shoulder with their comrades, contributes to the development of attention, interest in the partner, create a sense of community with him.
5. Analysis of the fairy tales
This remedy is that after reading the fairy tale, it is proposed to discuss its plot by asked questions: What and why is it going? How did you see what this fairy tale is about? What does she teach? As a rule, we analyze in a circle, where anyone who wants a child can express his point of view that his comrades listen and either support or offer their own. Which in turn contributes to the unification of the group. Almost after each lesson, I hear the reasoning themselves, and it is very nice, that if any conflict situations occur, the children resort to what they remember a fairy tale, and do not resort to the help of fists
6. Meditation for a fairy tale
Meditative fairy tales are created to accumulate positive figurative experience, removing psycho-emotional voltage, creating best models Relationships, development of personal potentials. Meditation is a complete immersion in any process. During reading, any extraneous noises must be excluded. In addition to soft musical accompaniment. Any movement should be excluded. Children are as comfortable as possible for themselves, most often lying, closing her eyes. The fairy tale is read by a calm vote, the intonation is withstanding alone. And most importantly meditative fairy tales completely exclude conflicts and negative characters
7. Drawing, modeling, applique,
I associate work with a fairy tale with all kinds of activities. We draw your favorite heroes, or individual plots of fairy tales, in the modeling, appliqués, children satisfy their need for an effective expression of their impressions. In the future, I would like to attract parents in order to actively participate in the emotional formation of children.
As you can see, plunging into a fairy tale along with children I use such methods and techniques that allow you not only to listen to a fairy tale, but also to see, touch, hear. For example, children blow in cups, creating wind noise and shake jars with buckwheat, it is very important to work simply, children learn to be members of the team, feel their comrades on the game, be there, such non-verbal contacts will remove tensions, closure, fear that he is one .
In addition, I would like to say about the two most important principles when working with a fairy tale
1. Do not impose with children of his vision, perception, understanding and sensations, but only to contribute to the disclosure of him as a person;
2. Do not learn to live, but to help children to explore yourself and other people, learn to understand their feelings, control their thoughts and actions.
Asya Khudasova
Talegotherapy for the formation of the moral sphere of the preschooler
Development of spiritual moral The feelings in children are becoming more and more important for our society. Moral sphere of the person of the preschooler It is unity, the relationship and interdependence of the cognitive, emotional and behavioral components. Leading role in becoming moral sphere in preschool Aged belong moral feelings. Under moral Development is understood formation in children« moral scales of relationships» with which he can "Measure" your own and other people's actions from the universal positions of good and evil and not only to appreciate, but also subordinate to their behavior moral standards. The main engine of regulatory behavior is not motives based on the fear of punishment and obtain a positive reinforcement, but the motives of a disinterested friendly attitude towards another, empathy, the value of joint activities.
Moral Development - one of the central lines mental Development preschooler. Moral Development includes three interrelated spheres: Formation moral consciousness, Development moral experiences and feelings and formation of moral behavior. First, children absorb moral knowledge ( "what is good" and "What is bad"). They have an initial understanding moral norms, form Moral judgments and evaluation. Preschoolers can explainwho can be called greedy, evil, good, etc. in preschool The age of the child can show sympathy (antipathy, empathy, sympathy and empathy, tenderness, love for loved ones, feeling of guilt and shame in violation moral norms of behavior. The child learns to follow moral norms and independently do a moral choice. Result moral Development becomes moral Pupil - System Sustainable moral and value motifsmanifested in the relationship of the child to peers and adults, his behavior in general, based on moral standards and norms.
FairyTherapy - Educational system, according to the spiritual nature of man. This is a method that uses fabulous shape, halo magic for personal integration, development creative abilities, the development of adaptive skills, improving ways to interact with the outside world, as well as training, diagnostics and correction.
Age Range covered fairy-therapydoes not have borders at each age story, myth, parable, legend, bass, ballad, song.
Thing fairy tale therapyAs the process of upbringing the inner child, the development of the soul, an increase in the level of awareness of events, the acquisition of knowledge about the laws of life and the methods of social manifestation of creative creative power. FairyTherapy is an important component of the educational process of children preschool age. Working a teacher-psychologist in kindergarten, I help children through perception fairy tales lay the foundations of their moral consciousness. Main appointment fairy tales - spiritual, morally and aesthetically enrich a person. According to the nature of its impact on the psyche, fairy talesare a special factor in the development of the child's personality.
Perception fairy tales has a significant impact on the emotional development of children, the process of familiarizing fairy tale creates real psychological conditions for formation Social adaptation of the child. Story contributes to the development of interpersonal relations, social skills and behavior skills, as well as moral The qualities of the child's personality that define his inner world. Wherein story It remains one of the most affordable developments of the child.
Gaming exercises within fairy tale therapy.
1. "Miracle Islands"
Goal. Definition of the emotional state of the child; Training distinguish emotional states.
Psychologist invites children to choose liked Shop(photos, drawings, illustrations). Then lay out on the carpet cut out of the circuit of various islands form. Then he says children: "Look, you are unusual islands: Surprise Island, Island of Joy and Sorrow Island. Put your ship from that island to which you would like to make up. " In order for children to distinguish the islands, the psychologist marks them with relevant mimic standards.
The psychologist pays attention to what the island is moored every child. In the future, he can pay special attention to children who were "Islands of sadness".
2. "Kind angry".
Goal. Training Differentiation of Concepts "good" and "evil". Children are invited to see the illustrations depicting fabulous characters, I. determine:
Which of them is kind, and who is evil?
How did children guessed about it?
Whose image is bigger liked the children and why?
3. "Red, Yellow, Blue".
Goal. Development moral Qualities and creative abilities.
Children become in a circle and stretch hands with folded together palms. Psychologist invests B. ladoshki Some children are small colored fabulous Objects or toys (Kolobok, Frog, "Molding" Apple, cloud, etc.). After that children choir speak: "Red yellow, Blue choose the color of any ..."
Those who in palms colored subjects, run away for the middle of the circle and show all their colors.
Then psychologist tells children legend:
"Once upon a time, our land was a deserted and split heavenly body. It has no vegetation, no water, no those beautiful paints that decorate it. And once he conceived God to revive the Earth. He scattered throughout the earth the unpelled set of seeds of life and asked the sun to warm them with its warmth and light, and water to drink their lively moisture, but the seeds did not boil. There was only gray monophonic earth around them, and they did not want to grow gray. Then God commanded a multicolored rainbow arc climb over the ground and decorate it with different colors. Since then, the rainbow arc appears whenever the sun shines through the rain. She gets up over the earth and looks, whether that is beautifully decorated. "
After that, each child standing in the middle of the circle, in turn calls its color, and other children call the items or phenomena of this color in the circle. Children who could not call the subject of this color remain in a circle, but drop out of the game. The winner is the one who will remain in the game last. This or that color should "pass the" One or two circles before children will play the following color.
Publications on the topic:
Practice of using modern educational technologies for the formation of communicative competence of the preschooler Good morning, dear colleagues, I present to your attention a master class on the topic "Practice of using modern educational technologies.
Design and research method in the process of forming an ecological culture of a preschooler Children in nature are researchers. Research, search activity is the natural state of the child, it is configured for knowledge.
Talegotherapy as a method of psychocorrection and development of the emotional world of the preschooler Talegotherapy as a method of psychocorrection and development of the emotional world of the preschooler prepared: a teacher-psychologist Kutor N. S. from development.
Theater as a means of forming the emotional sphere of preschoolers Recently, more and more children are becoming more children with a violation of psycho-emotional development, which include emotional instability,.
Analysis of the development of the emotional sector of the preschooler Analysis of programs for the development of the emotional sphere of the preschooler. Development of the emotional sector of the child, in contrast to its intellectual development,.
Playing as the main means of developing the emotional-volitional sector of the preschooler The nature of the relationship between the child preschooler has a great influence on its emotional well-being, manifested in confidence, security,.
Consultation for parents "Talegotherapy in the life of a preschooler" Fairy tale and therapy or "therapeutic fairy tale" is a new young course in pedagogy, which is widely used when working with preschoolers.
Cognitive-research activities of children as a means of forming an intellectual personality of a preschooler "Detect to open something in front of the child in the outside world, but to open up a piece of life to play with all the colors of the rainbow. Leave.
Rashtokova Elena Vyacheslavovna
Today, the ever-free voices of teachers, public figures and simply people who are not indifferent to the fate of our children are increasing, about the fact that it is necessary in modern socio-economic conditions to look for new components in the system of educational work with preschoolers.
Educants must be used both innovative approaches to upbringing and domestic, tested educational traditions, such as a technique of talekotherapy.
Balaxy therapy, being a method of psychological work with children, represents the natural and traditional form of communication of the child and adult through a fairy tale.
The technique of talekotherapy is built so that a specialist, working with a child comes to understand that the child needs and how it can be given it, i.e. Fairy-therapy performs a double function - first diagnostic and then affecting. In this case, the fairy tale is easy to communicate, dissolves and bypass many forms of psychological protection, pleasant and multidimensional in the form of filing.
A fairy tale for a child is not just fiction, fantasy, it is a special reality of the world of feelings. The fairy tale spreads the frame of everyday life for a child. Only in fairy tales, children face such complex phenomena and feelings as life and death, love and hatred, anger and compassion. The form of images of these phenomena is a special, fabulous, affordable understanding of the child, and moral meaning remains genuine.
It is very important how the child is presented a fairy tale. When mom, reading a love fairy tale, says the daughter that in the future she marries a prince, she asks his daughter a certain scenario for the search for the perfect hero. Psychologists believe that every fairy-tale character is a man of man.
The fairy tale contains undoubted moral values: good always wins evil; are condemned and ridiculed laziness, greed, slurry; teaches with respect to relate to good, skillful employees; Appreciates mind, resourcefulness, kindness.
The fairy tale shows the possible and desirable forms of behavior. An example of Ivanushki-Fool, who pretended that he did not know how to sit on the shovel of Baba Yaga shows, in what cases the trick is effective. In other situations, the child, listening to the fairy tale, finds out that there are moments when you need to be bold (get the sword and defeat the dragon), show your strength or consistency.
The fairy tale, especially magical, is a source restoring mental strength. The possibility of using the magic force is a reminder that additional opportunities can be found to solve any problems.
The fairy tale allows you to worry emotions. Characters, of course, fictional, but their actions cause quite real feelings. You can, for example, survive the state of the sister from the Gus-Swan's fairy tale and find out how hard it will be, if you leave the brother and play, thwart. "
The fairy tale has the power of suggestion. Most often you tell a fairy tale before bedtime, when the child is relaxed, and this is a favorable state for suggestion. Therefore, it is advisable for the night to tell positive fairy tales with a happy ending.
The fairy tale is preparing for growing up. Necazy Emelya turns into a handsome-groom, a small dehyder passes a series of tests and enters the country of elves. This is nothing more than the history of the conversion of a child in an adult.
Living the events of the fairy tales, the child indirectly acquires a significant life experience for himself, he "encouraging" the image of a fabulous character. After all, each fabulous character symbolizes something. Consider some of them.
Fairy - easy, air creature endowed with magical power. Newsright of fate, lead, the wizard is the other names. Fairy is an excellent star creature, a kind of mediator between the space and the land, the world of people. The fairy is inextricably linked with light that penetrate any spaces. Feel the fairy - it means uncomplyingly believe in yourself, because of his thought; Survive the status of the wizard, for which there is nothing impossible.
Mowgli. - Man, but his life takes place in the jungle among the beasts. "Human cub, frogs" - so called his wolves. The animals surrounding Mowgli have a force, crushing power or graceful flexibility and dexterity. Mowgli takes MIO Beasts: "We are with you one blood: you and me." Mowgli symbolizes the unity of the surrounding world: Flora, fauna and man.
Swan . White swan symbolizes beautiful and pure thoughts. Swan - a sign of greatness, beauty and grace.
Listening to the fairy tales, the child absorbs her philosophical meanings, the styles of relationships and behaviors, and then play it with friends. Moreover, these processes of reflection proceed at the unconscious-symbolic level.
In the classroom studies, the guys learn to draw up verbal images. In the course of this classes, children increase the vocabulary, repertoire of images, the inner world of the child is becoming more interesting, richer. In the process of fabulous therapy, the children are expanding the ideas about the same image that in turn contributes to the development of mental abilities.
An important specific feature of education by the methods of talentherapy is the possibility of using the emotional impact of works of art (which is essentially fairy tales) and creative activity on the identity of the child to enhance the educational effect.
The effectiveness of the emotional impact of fairy tales is intensified when organizing an integrated approach to perception: reading a artistic work in music accompanimentView illustrations, reading fairy tales about nature in a picturesque place and others. The effectiveness of the formation of moral qualities of the personality under the influence of a fairy tale is amplified by the impact on various senses - hearing, vision, which ensures the achievement of children's high-emotional state, which contributes to the implementation of educational tasks and transition to self-education.
In addition, a joint hearing of fairy tales, empathy helps to establish a moral climate in the children's team. Guys, sharing their emotions, become more attentive to each other, more benevolent, open, empathizing, begin to help each other.
The choice of a person is influenced by its origin, upbringing and surroundings and, of course, the fairy tales that parents are read in childhood. It is they who force the child to worry in a special way for heroes, waving the soul and awakening the fantasy; They carry a special emotional and energy charge. Traveling around the fairy tale, children acquire social skills, know the elements of wisdom, gain knowledge of the world. All this helps a child natural way To form the ability to consciously act, see causal relationships between events: reflect on your destination, explore your own abilities and opportunities.
The pedagogical project on the talentherapy "Tale is a lie, and there is a hint of good young lesson in it." (Based on the book Shoreigina T.A. Good fairy tales") For children of the senior group.
Topic: "Moral education of preschoolers fairy tale"Project Type: Creative, game
Age group: 5-6 years old
Project participants: Kids group, teacher of the Selukov group Svetlana Arkadyevna, parents.
Place of implementation: MADOU CRR - October kindergarten
Duration: 1 year
Type of project: Group
"The fairy tale is a lie, yes in it a hint, good young lesson"
Relevance.
The fairy tale enters the life of a child from an early age, accompanies throughout the preschool childhood and remains with him for life. From the fairy tale begins his acquaintance with the world of literature, with the world of human relationships and with all the world around the world as a whole. Spiritual concepts, brightly represented in the images of heroes, are fixed in real life and relationships with loved ones, turning into moral standards, which are regulated by the desires and acts of the child. The use of fairy tales for the formation of moral feelings, the universal values \u200b\u200bof preschoolers is particularly relevant at present, since in the conditions of the modern world there is a distortion of the initial meaning of works, which transform a fabulous action from moral and instructive in purely entertainment. The possibility of a fairy tale to harmonize the emotional sphere and correction of the child's behavior of preschool age. The perception of fairy tales has a strong impact on the process of forming moral representations, creates real psychological conditions for the formation of the social adaptation of the child.
Objectives:
- Create conditions for the spiritual and moral development of the child
- to promote the correction of violations of the emotional - volitional sphere of children in the process of artistic and productive activities related to the moral content of the fairy tale.
- Provide social adaptation of preschoolers by introducing them to the cultural tradition of a folk and author's fairy tale, using small genres of folklore (proverbs, sayings).
- organize in the family joint creative activity.
Tasks.
- Helping the assimilation of the children of spiritual - moral categories (good-evil, obedience - disobedience, consent - enmity, hard work - laziness, selflessness - greed, simplicity - trick) and the rules of good conscientious life.
- promote development cognitive sphere Children, harmonizing their psychorette development. To promote the development of the speech of children, enriching the dictionary, the development of a figurative system and the skills of a connected speech.
- Develop the ability to distinguish good from bad in a fairy tale and in life, the ability to make a moral choice.
- to educate hard work, bring started to the end. Respectfully refers to the results of someone else's and its labor.
- Develop aesthetic taste, the ability to see, take care and appreciate the beauty.
Estimated result:
- The positive attitude of the child to the world around the world, other people and to themselves. The need and willingness to show joint compassion and joy.
- Promotion for the experience of Orthodox culture, acquaintance with the forms of traditional family mistake.
- Active attitude towards work.
- responsible attitude for their affairs and actions.
Work plan for 2015-2016.
September. With children (node)1. Conversation "What is kindness"
2. Tale "Who helped Seryazh"
3. Russian folk fairytale Princess Frog". View cartoon.
4. Quiz on fairy tales whose heroes have given qualities.
Other forms of work.
1. Creation of a multifaceted kindness crystal.
2. Proverb: "I'll wait for" mind "
"The world is not without good people"
3. The conversation "How can we take care of the older", "What does it mean to be kind? "," Give people kindness "," good will not die, and evil will disappear. "
4. Viewing the cartoons "Welcome", "As a donkey, happiness was looking for", "The fairy tale about good rhino."
5. Speech games: "Bridge of Friendship", "Good and Polite Words", "Good Greetings", "Sun", "School of Politeness".
With parents.
1. To acquaint for the purpose of project work "The fairy tale is a lie, yes in it a hint - the kind well done lesson"
2. Fair-mobile "What is fairy tale therapy"
3. Drawings of good deeds and the creation of the album "Share your kindness."
October. With children (node)
1. Conversation "What is hospitality"
2. Fairy Tale "Hospitable Klava"
3. Staging the fairy tale "Fox and Zhuravl"
4. Audio support "How Andryusha Guests I met"
Other forms of work.
1. Reading "Tale of the Bear, who possessed virtues" Zakharovskaya L.E. (creative task: come up with a different end of the fairy tales), Indian fairy tale "Two Tree", poems A. Usacheva "If you are going to visit", Uninvited company "," The main rule of politeness "," Invitation Snail "(drawing on a poem)" If You do not like a gift, "S.Ya. Marshak "Lesson is courtesy."
2. Acquaintance with proverbs "Many guests - a lot of news" "Do good and wait for good," "Guest is pleased - the owner is glad."
3. View Cartoon "Kid and Carlson", "Come to visit", "Fly-Codochka".
4. S / R games "We go to visit", "Guests came to us."
5. Creative collective collage "We are waiting for guests."
With parents.
1. Birthday group. Acceptance of parents.
November. With children (node)
1. Conversation "What is mercy"
2. Fairy Tale "Fairy of Mercy"
3. Fairy Tale: "Flower-seven-flower"
4. Cartoon on the fairy tale of SUYEEVA "Bag of Apples".
Other forms of work
1. Proverb: "For a cute, a friend and an earrings from the ear", "good business will not be forgotten," "without a friend in life tight"
2. Crafts from salt dough "Heart for beloved mommy" (Mother's Day)
3. Dramatization of the fairy tale "Thumbelina".
4. Reading fiction: M. Danzkovsky "Friendship Lesson", "Real Friend", E Shim "Brother and younger sister"Speaking", I. Akim "Jadda", A. Pushkin "Tale of Fisherman and Fish", E. Serov "Good Giant", "In the kingdom of giants", V. Oseev "Bad", "Magic Word" , T. Ponomarev "Sly Apple", Yusupov "Sorry", A. Kuznetsova "Girlfriend", E. Blaginina "Gift, A. Barto" Vovka - a kind soul ", B.N. Sergneenkov" Sunbeam "
5. The story of the child about the good act, who committed a child or family members.
6. Conversations "Who is a real friend" (children are offered, they should lose them and analyze), "On greed".
7. Cartoon "The biggest friend"
8. Lesson for mercy (application)
9. Hearing Songs "Real Friend", "If Good You".
With parents.
1. The composition of the fairy tales together with the parents "good business will not be forgotten."
(Registration on A4 format and creating a common album)
December. With children (node)
1. Conversation "What is faithful"
2. Tale "Button"
3. Fairy tale V. Osseva "Good Host"
4. Fairy tale Hashayeva "Special Plant"
Other forms of work.
1. The proverb "There is no loan to a friend", "There is no friend - looking for, and there is no friends", "I do not have a hundred rubles, but have a hundred friends," "man without friends, that tree without roots."
2. Creating a mirinka house in a psychological corner and card files "Mirok" in verses and songs.
3. Drawing "My friends" "How my friend helped me."
4. Reading and discussing works by the "affectionate word" of Voronkov; "Childhood friend" Dragunsky, tales of Hashayeva "Believe in yourself"
5. Viewing cartoons: "Kid and Carlson", "The Adventures of the Pantic Powder", "Baby Raccoon", "On the way with the clouds".
With parents.
1. Consultation "What and how to read a child at home"
January. With children (node)
1. Conversation "What is true and false"
2. Tale "Visiting Tsar"
3. Audio Crack "Palace"
4. Fairy tale "Fox and goat".
Other forms of work.
1. The proverb "Who Lit yesterday, will not believe that tomorrow", (the composition of the continuation of a fairy tale in accordance with the proverb), "not hiding in a bag", "who he himself is lying, that other does not believe"
2. Exercise "Draw a lie". Children draw a lie on paper, oh then they are torn to pieces.
3. Reading and discussing the story of V. Oseva "What is easier", "why", L. Tolstoy "Bone".
4. D / and "True or No" (Appendix)
5. Open Node "Drawing up a story on a series of plot pictures" Broken Cup "(according to the story of V. Oseva" Why ")
With parents.
1. Parent-teacher meeting at senior group "Moral education of children through a fairy tale"
February. With children (node)
1. "What is indifference and responsiveness"
2. Fairy Tale "Fedya and Peter"
3. Tale "Cuckoo"
4. Reading and conversation on the fairy tale "Nursing Ears" G. Brailovskaya.
Other forms of work
1. Proverb: "Everyone can buy, and your father and mother can not buy."
2. Reading the poem of P. exemplary "Floating a doll", drawing on the read.
3. Gaming exercises "became friends", "compliment", magic flower. "
With parents
1. Consultation "The fairy tale helps helps to instill moral values \u200b\u200bin the child"
March. With children (node)
1. Conversation "What is love and caressing"
2. Tale "Good Wizard"
3. Russian folk fairy tale "Finist - Clear Falcon"
4. Reading the fairy tale "Two girlfriends"
Other forms of work
1. The proverb "Where there is no love, there is no joy there," we will talk like a row, "there is no better friend," there is no better friend than my native Mother. "
2. Conversations on topics: "Mother Mama - who is it? "," As I help my mother, "" I will be my mother ... "," My friendly family. "
3. The poem "My Mom" \u200b\u200bV. Russu; Emelyanov "Mamina Hands"; E. Permyaka "How Misha wanted a mother to overheut", fairy tales: "Cuckoo" (Nenets) arr. K. Sharov, "Ioga" (Nationalist), "Tales of a stupid little face" S. Marshak, poem: A. Barto "Glinding", "Conversation with Mom", "Mom goes to work", M. Danzkovsky "Mine Song" .
E. Blaginina "That's what mom! ", D. Gabab" Mom ".
4. Production of a flower for mom.
With parents.
1. My mother's photos is the best in the world.
April. With children (node)
1. Conversation "What is good and what is bad"
2. Fairy Tale "Ribbon of Friendship"
3. Tale "Squa - Burk"
Proverb: "For good good pay," "Herbrome is not terrible"
4. Tale "Baba Yaga and Berries"
Other forms of work.
1. The proverb "You will not transfer all the slosts, you do not bear the outfits."
2. Reading books: "Good manners" Katerina Nefedova, "Rules of conduct for educated children" Sazonov, Shalaev, Zhuravleva, "What is good and what is bad" Mayakovsky.
3. Make together with the children of "Granks of Good". For each good deed, the child gets "grains". By the end of the month, the result is summarized: who has more grains.
4. The game "What is good and what is bad?" (Foaming situations)
With parents.
1. Creating creative albums "What is good and what is bad."
2. "Self-ski workshop" - repair of toys and books of children together with parents.
3. Memo for parents "How to behave in a matinee in kindergarten"
May. With children (node)
1. Conversation "What is patience and tolerance"
2. Fairy tale "Hardworking Puffy"
3. Russian folk fairy tale "Havroshchka" (Proverb:
"Patience and a little effort")
4. Tale of two brothers and strong will. (O. Chukhaleva)
Other forms of work.
1. Proverbs "It would be patient - will be reduced," "without difficulty will not stretch and fish out of the pond."
2. Cognitive lesson on the work of E. Starushin "As a boy of Zhenya learned to speak the letter" r ".
With parents.
1. The contest of the drawings on the "Havroshchka" fairy tale. Creating an album of competitive drawings.
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Ministry of Education and Science of the Russian Federation
state Educational Institution of Higher Professional Education
"Taganrog State Pedagogical Institute"
Graduation qualifying work in the specialty 050706.65 Pedagogy and Psychology
Department of Sociocultural Development of Personality
Taleentrepreneur as a means of spiritualmoral development of preschooler
Performed: Babentseva Elena Sergeevna
Taganrog, 2011.
ABOUTmajor
Introduction
1. Theoretical aspects of the spiritual and moral development of children of preschool age
1.1 Spiritual and moral development as a comprehensive problem of modern education
1.2 Children of senior preschool age: Features of spiritual - moral development
1.3 Talegotherapy - as a means of psychological and pedagogical support of the spiritual and moral development of the preschooler
1.4 Psychological and pedagogical conditions for the spiritual and moral development of a preschooler means of talented
2. Justification of the methods of studying the psychological and pedagogical conditions of the spiritual and moral development of the preschooler in the establishment of additional education of children by means of fabricotherapy
2.1 Research program
2.2 Methods and criteria selected for empirical research
3. The main results of the study of the influence of psychological and pedagogical conditions on the spiritual and moral development of children of senior preschool age, studying in the establishment of additional education of children
3.1 Description of the study
3.2 Results obtained during the study
3.3 Analysis of research work
Conclusion
List of references
ATved.e.nie
Studying the problem of using fabricotherapy for the spiritual and moral development of preschoolers, the formation of universal values \u200b\u200bis particularly relevant at present, since in the context of the Westernization of domestic culture, the minimum of the tradition of family reading is reduced, the small degree of attention is paid to parents and teachers of additional education to form moral ideas in children of senior preschool age. In this regard, the use of fabulous therapy for the impact on the emotional state of the child, the motivation of his actions under socialization can represent not only theoretical, but also practical interest.
In the domestic literature, there are studies aimed at studying the problems of the influence of talented therapy on the inner world and the moral values \u200b\u200bof preschoolers (V.P. Belyanin, N.Ya. Berkovsky, Ji.C. Vygotsky, Ya. Dikovsky, AB Zaporozhets, etc. Zinkevich - Evstigneeva, Ya. Jl Kolominsky, E.I. Kulchitskaya, N.A. Rubakin, S. Jl Rubinstein, etc.)
Special attention is paid to researchers to study the talekotherapy as one of the mechanisms of personal development of a preschooler who A.F. Losev, N.G. Malakhova, K.G. Jung, etc.).
However, the relevance of the study is determined by the inconsistency between the public need for the enrichment of the spiritual and moral sphere of the identity of the child of a senior preschool age through the awareness and adoption by them of spiritual and moral values \u200b\u200band the unpreparedness of teachers and parents to implement this need. In this regard, "Pedagogical significance acquires the search for the development of the spiritual and moral sphere of the identity of the child of senior preschool age, the effective pedagogical conditions for the formation of spiritually - moral bases with a support for spiritually - moral values."
The legislative approval of the concept of "spiritual and moral development" as the most important priority of education directly orients education on values \u200b\u200band returns it to the national cultural tradition. Spirituality is inextricably linked with values. Spiritual and moral development is the process of consistent expansion and strengthening the value-semantic personality, the formation of human ability to consciously build attitude towards themselves, other people, society, the state, the world as a whole on the basis of moral norms and moral ideals.
However, having studied psychological and pedagogical literature. We can state that research devoted to the spiritual and moral development of the child - a preschooler, not enough work available mainly oriented towards moral education and not many of them allocate the relationship between the two components of the "spirituality" and "morality". In this regard, there is a need to study, theoretical substantiation of the possibility and necessity of spiritual and moral development of a child of senior preschool age.
Analyzing the practice of fabulous therapy as the means of spiritual and moral development of preschoolers, we revealed a contradiction between the need for spiritual and moral development and education of the younger generation in modern conditions and the insufficient scientific substantiation of the use of existing technologies for talentherapy in psychological and pedagogical activities.
Thus, a scientific study aimed at developing psychological and pedagogical conditions for the use of fabricotherapy for the spiritual and moral development of the child of preschool age, studying in the establishment of additional education of children, seems to be very relevant. In this regard, the topic of study "Talegotherapy as a means of spiritual and moral development of a preschooler" is connected.
Object of study: The process of spiritual and moral development of preschool children.
Subject of study: Psychological and pedagogical conditions for the spiritual and moral development of preschool children by means of talentherapy.
Hypothesis of research: Talegotherapy may contribute to the spiritual and moral development of preschool children who are enrolled in the establishment of additional education of children under the following major psychological and pedagogical conditions:
· Active inclusion of a child of senior preschool age in activities (game, knowledge, communication) using a variety of genres of fairy tales, dramatic games, contributing to the adoption by a child of spiritual and moral values;
· Formation of ideas about good, love, mercy by means of talentherapy, which affects the development of the spiritual and moral sphere of a child of senior preschool age;
· Implementation of the technique of spiritual and moral development of a preschooler, aimed at expanding the cognitive, emotional-value and behavioral components of the spiritual and moral sphere of a child of senior preschool age.
Purpose of the study: Theoretical substantiation and implementation of a complex of psychological and pedagogical conditions for the spiritual and moral development of preschool children by means of talentherapy, students in the establishment of additional education.
Objectives of research:
1. To explore interdisciplinary approaches to the study of the problem of fabricotherapy as technology of spiritual and moral development of children.
2. Determine the essence and specificity of the spiritual and moral development of preschool children by means of talentherapy.
3. To identify the psychological and pedagogical conditions for the implementation of the technology of talented therapy in the system of spiritual and moral development of preschool children.
4. Prepare and conduct empirical studies that allow you to confirm or refute the hypothesis nominated.
5. Process results obtained during the study and draw conclusions. Psychological pedagogical preschool
Theoretical basis of the study They made the works of domestic and foreign authors: I.V. Vachkova, I.N. Vavilova, Yu.A. Gubne, A.V. Gniestilova, A.Ya. Danilyuk, N.G. Dmitrieva, A.M. Kondakova, etc. Martzinkovskaya, J. Dewey, A.V. Zolotareva, A.N. Leontiev, S.M. Mashevskaya, N.V. Nizhny Novgorod, S.Yu. Sazonova, A.N. Sidorova, V.A. Sukhomlinsky, V.A. Tishkova, V.D. Shadrikova, N.P. Svytyakova et al.
Scientific novelty of research It is that theoretically substantiated complex of psychological and pedagogical conditions for the implementation of the technology of talented therapy in the system of spiritual and moral development of children of preschool age, students studying in the establishment of additional education of children, are systematized pedagogical concepts and provisions on talentherapy as a means of spiritual and moral development of preschoolers.
Practical significance Studies consists in the possibility of using research results in psychological and pedagogical practice (in pedagogical and family counseling), creating conditions for the complex spiritual and moral development of the child's personality to the subjects of development and socialization: teacher and parents.
The first chapter discusses issues related to theoretical studies of the Tappyotherapy as the means of spiritually moral development of the preschooler in the establishment of additional education of children. The mechanisms for the implementation of the spiritual and moral development of the child of the senior preschool age by means of fabricotherapy with a support for the expansion of the spiritual and moral sphere of a child consisting of components are cognitive, emotional-value and behavioral. The psychological and pedagogical conditions of the spiritual and moral development of the preschooler, are comprehended by the concept of "spirituality", "morality", "morality", "spiritual and moral development", "spiritual and moral sphere". A set of measures for the development of the spiritual and moral sphere of a child of senior preschool age by means of talentherapy. The second chapter provides a substantiation of the methods of studying the effectiveness of psychological and pedagogical conditions aimed at the spiritual and moral development of a child-preschooler and methods of statistical calculation. The third chapter presents the results of a study to determine the influence of psychological and pedagogical conditions on the spiritual and moral development of a child of senior preschool age by means of talekotherapy. Described the execution of the experiment. Presented statistical processing of results. In conclusion, the results of the experiment are summed up.
Research base: Establishment of additional education of children "House of Children's Art" Taganrog. The study was conducted from June 2010 to January 2011. The study participated 24 people of children of senior preschool age.
1. T.eorn aspects of spiritualmoral development of preschool children
1.1 spiritualmoral development as a comprehensive problem of modern education
Currently, Russian society is experiencing a spiritual and moral crisis. The current situation is a reflection of the changes in public consciousness and public policy. The Russian state lost official ideology, society - spiritual and moral ideals. The consequence of this was the fact that the combination of value installations inherent in mass consciousness (including children and youth) is largely destructive and devastable from the point of view of personality development, family and state. The spiritual and moral crisis generates crisis phenomena in politics, economics, the social sphere of our country. Without a change in the spiritual and moral state of society, the productive implementation of any reforms is impossible.
In this regard, spiritual and moral development and upbringing is in a modern educational situation with one of the most important areas, and the concept of "spirituality" in modern philosophy is treated as the activity of the human spirit, which is neither to consciousness or the psyche (M.S. Kogan) . Spirituality (confusion) as the quality of personality manifests itself in all areas of its vital activity: cognitive, labor, game, leisure, in communication, in its values, actions, behavior.
In psychological science, spirituality is considered as the highest substructure of a person who regulates his behavior, activities and relationships with other people whose most important psychological characteristics are: values \u200b\u200band value orientations, responsibility for their actions, moral properties and motives of behavior.
In the philosophical and psychological literature, the spiritual principle of a person is associated with the public and creative creative nature of its livelihoods, with the inclusion of a person into the world of culture.
R.L. Livshitz draws conclusions that spirituality is "this is such a life position in the world in which its internal freedom is being implemented and the creative principle. The openness of the personality towards the world is the essence of spirituality."
I.V. Siluyanova considers spirituality as a way of human life and gives the following definition: "Spirituality - the ability of a person to consciously manage their own behavior, meaningfully regulating its activities."
N.G. Dmitrieva believes that "the spirituality of the person is the system of its values, that rod, around which the unique human essence is formed. Simply put, these are our ideas about the world, about yourself, about good and evil, all that we love or reject than inspiring And from what we sad. This is our spiritual world. "
In the traditional philosophical understanding of spirituality includes three beginnings - informative, moral, aesthetic. The core of spirituality is morality.
In the dictionary of Ozhegova S.I. "Morality is internal, spiritual qualities that are guided by people, ethical norms, rules of behavior defined by these qualities."
Most teachings morality are identified with morality, morality is considered as the Russian version of the Latin term "Moral".
In the dictionary on the philosophy of Moral (Latin "Mores" - Mragov) - norms, principles, rules of behavior of people, as well as human behavior (motives of actions, performance of activities), feelings, judgments, in which the regulatory regulation of people's relations is expressed With a friend and public whole (team, class, people, society). "
N.P. Shtyakova draws attention to the fact that "morality refers to the sphere of proper, ideal and acts as a set of requirements for human behavior. Morality refers to the realm of real and reflects the essence of its actions in the real experience of the life of the family, the people, the state", stressing that "spirituality brings meaning to the norms of morality, and morality is one of the steps of human ascent to spirituality."
If we consider the interpretation of the concepts of "spirituality" and "morality" in the pedagogical consciousness dictionary, then "morality is a personal form of ethical consciousness; the region of free and responsible acts of personality, its internal motives and motives to create good", and "Spirituality is understood as morally oriented will and consciousness and as a value content of consciousness."
Thus, by analyzing the literature on this issue, we formulated the following definitions.
Moral is a complex of norms, principles and rules determined by society and regulating the behavior of people in the process of joint activities and communication.
Morality - the ability to independently exercise the right moral choice, subordinate his actions and behavior, aware of the responsibility to people.
Spirituality is an internal state, humane feelings and emotions, encouraging a person to moral actions.
On the morality of a person can only be said when he morally behaves due to internal motivation (needs) when his own views and beliefs speak as control. The development of such views and beliefs and their respective habits of behavior constitute the essence of spiritual - moral development and education.
V.A. Sukhomlinsky believed that "the unshakable basis of moral belief is laid in childhood and early adherence, when good and evil, honor and disgrace, justice and injustice are available to understanding the child only, subject to bright clarity, the evidence of the moral meaning of what he sees, does, observes" .
Morality is formed in the process of upbringing through the development of a child of moral consciousness, which defines an internal position in relation to the universal moral values \u200b\u200band principles; Through the formation of moral feelings, skills and habits of moral behavior.
Moral motives lead the moral actions of the child, encourage him to reflect on the appropriate manifestation of the image of actions, actions contribute to the formation of moral admission.
Education acts as the process of targeted influence, the purpose of which is accumulated by the child the necessary for life in the society of social experience and the formation of the value system of values \u200b\u200bby society.
In this regard, the moral education of the individual should begin with the adoption of a growing person of moral values \u200b\u200bassociated with such concepts as conscience, goodwill, kindness, honesty, responsibility, love, mercy, compassion, tolerance, etc., the formation of the moral consciousness of the child.
External psychological and pedagogical effects contribute to the formation of positive traits of character and moral qualities only under the condition if they stimulate their own desire for spiritual and moral development.
Under development it is understood "The process of qualitative personality change, which implies a change in its essential spheres: intellectual, motivational, emotional, volitional, existential, subject-practical and sphere of self-regulation." .
Therefore, it is not by chance in modern education such concepts as "spirituality", "morality", "development" and "education" acquire a single sound.
The legislative statement of the concept of "spiritual and moral development" as the most important priority of education directly orients education on values \u200b\u200band returns it to a national cultural tradition, since the content of spiritual - moral development and education are values \u200b\u200bstored in cultural, ethnic, family and other sociocultural traditions and Transmitted from generation to generation.
In the "Concepts of the spiritual and moral development and education of the personality of a citizen of Russia" The spiritual and moral development of a citizen of Russia is represented as "a pedagogically organized process of gradual expansion and strengthening the value-semantic sphere of personality, through a conscious and consistent adoption of values \u200b\u200bby it: family life; cultural and regional community; cultures of their people whose component can be the value system of one of the traditional Russian religions; Russian Civil Nation, World Community. "
Basic values \u200b\u200b(patriotism, citizenship, traditional Russian religions, nature, social solidarity, family, labor and creativity, science, humanity) are the benchmarks of the national educational ideal and are disclosed by the authors of the concept in the system of moral ideas.
For our study related to the understanding of the spiritual - moral development of the preschooler, the most interest is the description of the steps of spiritual and moral development and the education of a citizen of Russia, where:
· The first step is the spiritual and moral development and education of the person in the family, the development of the values \u200b\u200bof family life. The authors indicate that "family relations are projected into relations in society and make up the basis of human civilian behavior";
· Second step - "This is a conscious adoption of traditions, values, special forms of cultural and historical, social and spiritual life" of his "small homeland";
· Third step - the adoption of culture and spiritual traditions of the multinational people of the Russian Federation. "The important stage of the development of civil identity is rooted in ethnocultural traditions, to which a person belongs on the fact of its origin and initial socialization";
· Fourth Step - this is the highest stage of the process of spiritual and moral development the individuals of the Russian, his civil, patriotic education, that opens up the possibility of organizing the process of spiritual and moral development of a preschooler, taking into account the first and second steps, in the "zone of the nearest child's development."
Thus, the spiritual and moral development of the individual is considered by us as a process of consistent expansion and strengthening the value-semantic sphere of personality, the formation of human ability to consciously build attitude towards themselves, other people, society, the state, the world as a whole on the basis of moral norms and moral ideals. The following issues are prioritized to consider the problem of the spiritual and moral development of the preschooler in the establishment of additional education of children: the psychological mechanisms of the formation and development of moral feelings, ideas and behavior; Psychological and pedagogical conditions and means to contribute to the formation of moral self-consciousness in children of senior preschool age.
1.2 Senior Preschool Children: Features of spiritual - moral development
"Preschool childhood is one of the most important stages Child's life: without fully lived, comprehensively filled childhood, his entire subsequent life will be flawed. The extremely high pace of mental, personal and physical development during this period allows the child in as soon as possible Go away from a helpless creature to a person who owns all the main principles of human culture. "
Preschool age lasts from three, up to six to seven years of life. An important feature The mental development of the senior preschooler is an aggravated sensitivity (sensitivity), to the assimilation of moral psychological standards and rules of behavior, and the achievement of senior preschool age is the awareness of its social "me", the formation of an internal social position.
"During this period, the development of moral emotions occurs and a steady structure of motives are formed; new social needs are generated: the need to do in accordance with the established rules is emerging. The child assumes a certain system of moral norms and rules of behavior in society."
The development of the identity of the child of a senior preschool age is determined by the coenuage of motives, the increase in the arbitrariness of the behavior, the development of a number of moral norms, psychosexual identification, the formation of an approximate time perspective, the acquisition of a more adequate and sustainable self-assessment by the emergence of elements of social and personal reflection by the development of higher senses, the differentiation of the external and internal world.
In this case, self-consciousness is a leading construct in the formation of the child's personality. Under self-consciousness should be understood the process of awareness by the child of his personality, his "me", as a physical, spiritual and social being. Self-consciousness is knowledge and at the same time relevant to itself as a certain person. All sides of the personality (physical, spiritual, public) are in the gross unity, affect each other. To the older preschool age (by 6-7 years), children begin to realize not only their specific actions and qualities, but also their desires, experiences, motives, which, in contrast to objective characteristics, are not the subject of assessment and comparison, but combine and consolidate The identity of the child as a whole (I want, I love, I strive, etc.) all this is reflected in the strengthening of the subject component of self-consciousness and in changes in the relationship between a 6-7-year-old child to other people.
"The development of a child's identity is carried out through the overcoming of the contradiction between the external regulation, the system of requirements for adults (training, education), and its own spontaneous activity. As the source of development, the development source moves inside the personality, arises a contradiction between I - the actual and I - reflected, Introducing the engine ascent to I - creative. "
Different researchers explain the mechanisms for the formation of self-consciousness in different ways. Some researchers consider its development as a result of the acceptance of the opinion of another on themselves (Ch. Kuli, W. Jems, J. Mid, M.M. Bakhtin, I.S. Kon). Others believe that the knowledge gained on the other, the child transfers (D. Bem, E.O. Smirnova, V.G. Mastobin). Third consider self-awareness as a result of the subjective separation of the child from the mother (Z. Freud, A. Freud), etc.
However, most researchers are united that in preschool age, the formation of self-consciousness is carried out through the communication of the child with people around him, "comparing himself with the surrounding children, the child more accurately imagines its capabilities that it demonstrates in different activities and on which it is assessed surrounding.
LD Stolyarenko allocates four conditions that determine the development of self-consciousness in childhood:
· Experience in communicating a child with adults;
· Experience of communicating with peers;
· Individual child experience;
· his mental development.
A. Adler wrote about the importance of communication and social environment in the formation of the child's personality. He believed that the family had great importance in this process, people who surround children in the first years of life and affect the development of an individual lifestyle. Lifestyle is closely connected with a sense of community, one of the three congenital unconscious feelings that make up the structure of the "I". A sense of community, or public interest, serves as a kind of rod, which keeps the entire design of the style of life, determines its content and direction. The sense of community is also congenital, but may remain undeveloped.
The development of communication and the role of an adult in the formation of a holistic understanding of himself emphasized E. Erickson, who believed that in preschool age, children develop either a sense of initiative, or a sense of guilt. The feeling of guilt and shame, by E. Erickson, is associated with the emergence of self-consciousness. Punishment and launching a child for bad actions lead to the feeling that "the eyes of the world are looking at him." The struggle of sense of independence against shame and doubt leads to the establishment of the relationship between the ability to cooperate with other people and insist on their own, between freedom of self-expression and its limitation.
In this regard, the leading role as part of the study of the problems of self-consciousness is given by self-esteem: it is characterized as the rod of this process, an indicator of an individual level of its development, its personal aspect, organically included in the process of self-knowledge. The self-assessment is associated with the evaluation functions of self-knowledge, which absorb the emotional-value attitude of the person to themselves, the specifics of understanding it itself, the reflexive reflection of themselves.
In psychological literature as domestic and foreign self-esteem paid great attention. Issues of its ontogenesis, structures, functions, the possibilities of aimed formation are discussed in the works of L.I. Bozovich, I.S. Kona, M.I. Lisina, A.I. Lipkin, E. Erikson, K. Rogers and other psychologists. Self-assessment is interpreted as a personal education that takes direct participation in the regulation of behavior and activity as the autonomous characteristic of the personality, its central component, which is formed in the active participation of the person and reflecting the originality of its inner world.
"Self-satisfaction it is one of the essential conditions, so that the individual becomes a person. It forms an individual with an individual to meet not only the level of others, but also the level of its own personal assessments. "
"Self-assessment is a central link of arbitrary self-regulation, determines the direction and level of human activity, its attitude to the world, to people, to themselves. As the main conditions for the development of self-esteem, psychologists put forward factors such as communicating with others and their own child activity. The structure of self-esteem is presented Two components - cognitive and emotional. The first reflects the knowledge of a person about himself, the second is his attitude towards himself as a measure of satisfaction itself. "Depending on how the individual is evaluated by an individual and opportunities, it takes on certain goals of activity, it is formed, or another attitude towards successes and failures, one or another level of claims."
The main distinguishing features of the manifestation of self-esteem can be attributed: the adoption of the initiative in the game, accepting proposals from other playful children, an independent choice of roles, the nature of the role of roles in the game (main, minor), the use of criticism in relation to other children, their correction, conflict frequency Children and reactions to correcting their actions from the outside people (react negatively, responds calmly).
By the end of the preschool age, the ratio of emotional and cognitive components is somewhat harmonized. Favorable conditions are created for the development of the cognitive component of self-assessment, for the intellectualization of the child's attitude towards themselves, overcoming the direct impact on its self-esteem from adults.
With age, the child masters more than perfect ways of assessment, his knowledge is expanding about themselves and deepen, integrate, become more conscious, their intensive-motivational role is increasing; Emotional-value attitude towards itself is also differentiated, becomes selective and becomes stability.
"Self-assessment plays an important role in the regulation of human activity and behavior. Depending on how their own qualities and opportunities are evaluated by the individual, it takes for itself certain objectives of the activity, it is formed, or another attitude towards successes and failures, one or another level of claims. "
The inadequacy of self-esteem is one of the most adverse factors of psychological and moral development of the individual, which gives rise to the deformation of its moral consciousness and social behavior. Positive self-esteem is based on self-esteem, the feeling of its own value and a positive attitude to everything that is included in the idea of \u200b\u200boneself. Negative self-esteem expresses his rejection, self-denial, negative attitude towards his personality.
Support for the manifestations of independence acts as an important condition for the formation of an adequate self-esteem of children of senior preschool age. The emergence of a child and elementary planning initiative, the desire to obtain a conceived result is the criterion of independence from senior preschoolers, and, together with this, the development of adequate self-esteem.
With the process of developing independence as the personal quality of the child of senior preschool age, its moral sphere begins to form, undergoing the following steps (A.A. Lublin):
The first stage of development when the child uses moral norms and rules of behavior without reminding the adult in the conditions familiar to it (situations);
The second stage of development, when the child enjoys moral bases and rules of behavior without reminding the adult in new, but close to the usual situation;
The third stage of development, when the moral norms of behavior are generalized and can be applied to them in any situation, the child transfers them into the familiar practice of their behavior.
The development of the spiritual and moral sphere of a child of senior preschool age is regulated by the degree of development of universal cultural, ethnic, family spiritual values \u200b\u200band reflects the formation of arbitrary moral behavior.
In the program of spiritual and moral development and education in the educational system "School 2100" (R.N. Brudneev, DD Danilov, Z.I. Kurtsev) highlighted the levels of adoption of values: "Words", "Cause":
The understanding and feeling of spiritual value is acquainted with a specific important idea or rule (value), which must be accompanied by bright emotional positive experiences. "Only then value begins to be taken by the inner world of the child. He comprehends it and is trying to use in his speech, in words";
Action guided by value, i.e. A specific situation requiring the choice and implementation of the act, taking into account the well-known child of ideas and rules of behavior (values). As an example of mastering the child's value, "beauty" states that the child draws and long reworking his drawing seeks to "be beautiful". "At such moments, the value is taken by the inner world of the child. He comprehends it and uses not only in words, but also in fact."
According to the authors of the program of spiritual - moral development and education in the educational system "School 2100", in the process of mastering the child of spiritual and moral values, the basis of any means of education is that "can be conventionally designated" as a good deed, as a kind of action with the participation of a child in which one or another spiritual value is manifested - a rule, idea. The child either listens to "as it should" behave, or observes the "right" behavior, or participates in action, choosing the "kind, right act".
The main thing in each of these cases is that the adult helps him beflexing the situation, i.e. To think about what is happening, to make conclusions for yourself that here is "good" or "bad", as it should be done in the future. "This is what foreshadows a specific good deed, part of the infinite process of education and the formation of the personality" (the program of spiritual and moral development and education in the school 2100 educational system).
The desire of a child of senior preschool age to take a new social situation leads to the formation of its inner position. L.I. Bozovic characterizes it as a central personal neoplasm, which characterizes the identity of the child as a whole. It is precisely it that determines the behavior and activity of the child, and the entire system of his relationship to reality, to the most and surrounding people, the formation of self-consciousness, the ability to self-esteem their actions, actions, experiences.
Thus, the pedagogical process of spiritual and moral development of a child of senior preschool age in the development of spiritual values \u200b\u200bto them, in our opinion, should be carried out with the orientation of the growth of self-consciousness, the establishment of an adequate self-assessment of the child, its inner moral position and the development of the entire spiritual - moral sphere of the preschooler, and It is its main components: cognitive, emotional, behavioral.
The spiritual and moral scope of the child of a senior preschool age, as "the field of personality development, which is a totality of meaningful characteristics: the formation of consciousness on the basis of understanding and adopting its inner world - soul, spiritual and moral values, moral norms and qualities; the development of moral experiences and feelings; The formation of moral behavior, "will be motivated to the further knowledge of himself, and relations with the surrounding world.
1.3 Fairy-therapy -as an environmentpsychologicalpedagogicalmaintenance D.devotedmoral developmentpreschooler
Additional education of children today is an integral part of education. In its place in the existing general education system, the additional education of children is not just its part, but also the real component for the personal development of students.
Additional education provides a child with the right to participate in the search for the meaning of his life in an organized cultural and educational community that creates a "social development situation" (LS Vygotsky), the environment of communication, field of activity and promoting more intensive and targeted formation of spiritual values \u200b\u200bbased on community The interests of the child and adult.
The activities of the institutions of additional education of children when working with children of senior preschool age are aimed at preparing a child to school, his mental, physical, intellectual and personal readiness. Personal readiness for school includes the formation of moral qualities from senior preschoolers, and talekotherapy acts as the most important means of psychological and pedagogical support for the spiritual and moral development of the child's personality.
Talegotherapy is the most ancient psychological and pedagogical method. Knowledge of the world, about the philosophy of life, the impact of the centuries was passed from the mouth of the mouth and rewritten, each generation reread and absorbed them. Today, under the term "talentherapy" means a way to transfer knowledge about the spiritual path of the soul and social realization of a person. That is why talekotherapy is called the educational system, according to the spiritual nature of man.
In the domestic literature, there are studies aimed at studying the problems of the influence of fabulous therapy on the inner world and the moral values \u200b\u200bof preschoolers (V.P. Belyanin, N.Y. Berkovsky, L.S. Vygotsky, Ya. Dikovsky, A.V. Zaporozhets, T. D. Zinkevich-Evstigneeva, Ya.L. Kolominsky, E.I. Kulchitskaya, N.A. Rubakin, S.L. Rubinstein, etc.).
Special attention is paid to researchers to study the talentorate as one of the personal development engines of the child preschooler, since, being active, although not a direct suggestion, talentherapy in its symbols and collisions contains encrypted most important psychological characteristics, behavior models, moral values, beliefs and stages of personality Child (V. Bettelheim, M.E. Bourno, A.F. Losev, N.G. Malakhova, K.G. Jung, etc.).
There are several approaches to the use of talentherapy in the process of developing a child's personality.
One of the easiest - behavioral or behavioral is to treat fairy tales as a description of possible forms of behavior.
Transactional analysis focuses on role-playing interactions in fairy tales. In other words, each character can describe a real individual person, or rather, a certain role that a person can play or even to form his life scenario.
Another very approach is considering the heroes of fairy tale like sublocity , Parts "I" of one person. This is mainly a point of view of UNGIAN analytical psychology. Those who pay the main importance emotions , Also often consider fabulous heroes as personalized emotions. Whatever the characters and their actions that cause emotions are completely realistic. At the same time, it is most often about playing out emotions, that is, that in a fairy tale, the child lives such emotional states, which he lacks in external life.
Hypnotic school draws attention to the similarity between trance guidance and listening, living in the fairy tale. The atmosphere itself is often almost the same: the child listens to the fairy tale, falling asleep, from the person he trusts; The speech is rhythmic, it repeats the incomprehensible formulas (schools, etc.). Accordingly, the fairy tale can not only offer, but also to inspire. Already mentioned identification indicates the same: a fairy tale is not just a description of the possibilities, but quite active, although non-training, suggestion. In this regard, we can say that the fairy tale carries the message - "Message", "Message", similar to the non-limiting postgipnotic suggestion.
As a tool of moral education of preschoolers considers Tappyotherapy and Yu.A. Gupova in its dissertation, "Social and cultural conditions of the moral education of preschoolers by means of talentherapy."
By definition L.P. Yakova, "Fairy-therapy is the process of objectification problem situations and improving the inner nature and the world around. "
Understanding and accommodation through the fairy tale of the content of any person inherent in the inner world, allow the child to recognize and designate its own experiences and their own mental processes, to understand their meaning and the importance of each of them.
V.G. Podorina believes that "a fairy tale is an innovative, universal tool that allows you to form not only a spiritual and developed personality with aesthetic culture, but a personality, socially adapted, psychologically sustainable, who has an ordered system of values, having a clear picture of the world with an internal and external harmony. "
Etc. Zinkevich - Evstigneeva in his book "Fundamentals of Talegotherapy" emphasizes the actualization of the process of education of the internal child, the development of the human soul means of talentherapy . According to the author, the "Destroyer" scale becomes the main internal diagnostic scale of the storyterence. How does a person behave that he feels like he thinks - all this can be analyzed from the point of view of the criterion "destruction - creation". The external destroyer delivers pain and discomfort to other people, subjects, objects of the world. The external creator tries to create comfortable conditions around himself, it takes care that it surrounds. The domestic destroyer deliberately and unconsciously harms his health and development. The inner creator "cleans" his thoughts, disciplines feelings, takes care of health ".
The works of individual authors are devoted to the use of talented therapy as a means of education of culture of the behavior of preschoolers. At the same time, the concept of culture of behavior is determined as a set of useful for society of sustainable forms of daily behavior in everyday life, in communication, in various activities.
Through the talekotherapy, there is a formation of new ideas of the preschooler about the world, the training of the emotional sphere, the manifestation of its own behavioral positions necessary for socialization, the admission to the folk artistic culture, the development of personal characteristics (self-esteem, will, empathy, etc.).
Talegotherapy, as a means providing psychological and pedagogical support of the spiritual and moral development of children, a fairly relevant topic for the controversy, if we consider that the factory itself is not yet widespread in pre-school or additional education systems, but is already becoming an effective means of developing a child identity identity In modern pedagogical practice.
Today, talekotherapy synthesizes many achievements of psychology, pedagogy and philosophy of different cultures - all this acquires a fabulous form and form of a metaphor. Currently, the typology of fairy tales proposed is widely known. Zinkevich-Evstigneeva, which includes artistic (folk and copyright, i.e. artistic), psychotherapeutic, psychocorrection, didactic, meditative.
In understanding etc. Zinkevich-Evstigneeva "Talecotherapy is not just the direction of psychotherapy, but the synthesis of many achievements of psychology, pedagogy, psychotherapy and philosophy of different cultures. In this regard, four stages are allocated in the development of fabricotherapy (in a historical context):
1 stage - oral folk creativity;
Stage 2 - Collecting and studying of fairy tales and myths (K.G. Jung, M.-l. von Franz, B. Bettelheim, V. propppe, etc.);
3 Stage - psychotechnical (the use of fairy tales as a reason for psychodiagnostics, correction and development of the individual);
The 4 stage is an integrative, associated with "formation of the concept of complex talencotherapy, with a spiritual approach to fairy tales, with an understanding of the talekotherapy as a nature-like, organic human perception of the educational system, tested by many generations of our ancestors."
The true purpose of talekotherapy in its modern understanding is to promote mental and spiritual - moral development of the personality. In this regard, fabricotherapy is a process:
Finding meaning, deciphering knowledge about the world and the system of relationships in it;
Education of communication with fabulous events and behavior in real life;
Activation of personality potential to ensure development steps;
Comprehensive education and education that contributes to improving the inner nature of the person and the world around;
The objectivity of the problem situations and therapy with the medium, a special fabulous environment, which is manifested, relate, comprehensive and corrected potential parts of the person.
Talegotherapy, being an eclectic direction of practical psychology, gives a specialist greater freedom for creativity, allows you to harmoniously integrate and apply techniques of other areas of psychology: psychoders, gestalt psychology, art therapy. One of the most interesting synthesis of talekotherapy is fabulous sand therapy. The method of fabulous hourged therapy as one of the options for talented therapy allows, effectively solves the task of both the psychological development of the personality and the correction of individual behavioral reactions, can be used not only by psychologists, but also teachers and educators for educational purposes.
According to A.V. GNESDILOVA, "The fairy tale of centuries was used as a means of positive impact on the emotional state of the child."
In this regard, the use of the diagnostic role of the fairy tale allows you to identify the emotional-personal problems of the child and with the help of the same fairy tale to adjust them.
According to Yu.A. Golubova, "The specificity of the use of talentherapy in the process of moral education of preschool children is determined by the special potential of a fairy tale, which affects the deep, personal layers of the psyche of the preschooler, on its life values, the emotional world, and therefore contributes to the correction of an inadequate attitude towards himself and the surrounding.
Fairy-therapy creates a secure environment in which the client gets the opportunity to reveal and explore his identity, reveal and develop its resources. Leading ideas of talented therapy are: awareness of their potentials, opportunities and values \u200b\u200bof their own life; understanding of causal relationships of events and deeds; Cognition of different styles of minigration; meaningful constructive interaction with the outside world; The inner feeling of strength and harmony.
A feature of the work in the system of fabricotherapy is the interaction with the client at the value level. Psychological, culture, pedagogical problems are being worked out due to the support on moral guidelines, spiritual values \u200b\u200band personal potentials.
A wide range of fairy-tale therapy capabilities as a focused effect on the spiritual and moral scope of a child is that, within the framework of the Tale therapy, the fairy tale performs the following main functions:
Diagnostic (determination of the state of the child, the causes of problem behavior);
Educational (the education of the qualities and properties of the child's personality that he needs at the moment to solve the current situation and will be needed in the future life);
Correctional (influence on the behavior of a child, "replacement" of ineffective behavior style for more productive).
In the "typical preschool educational institution"Defined tasks DOU, among which you can allocate:
Protection of life and strengthening the health of children;
Ensuring the intellectual, personal and physical development of the child;
Carrying out the necessary correction of deviations in the development of the child;
Acquisition of children to universal values, etc.
The goal of the psychological and pedagogical support of the child in the educational process is to ensure the normal development of the child (in accordance with the norm of development at the appropriate age).
Psychological and pedagogical support of the spiritual - moral development of a preschooler means of talented therapy implies compliance with the teacher - a psychologist of a number of conditions:
Conducting the input and final diagnosis of the level of psychological development of the child and his personal readiness for school;
Ensuring the timely correction of the behavior of a child, his mental and personal development by applying the appropriate technician of the Tappyotherapy;
Compliance with the principles of organizing correctional and developing talekotherapeutic classes;
Knowledge of the specifics of the application of variable techniques of talencotherapy and the ability to competently apply them in psychological and pedagogical practice;
Organization of correctional and developing classes, taking into account the personal characteristics and problems of each child.
Thus, the psychological and pedagogical accompaniment of the spiritual and moral development of a child of senior preschool age by means of talentherapy is considered by us, as accompanying relations: the development of the spiritual and moral sphere, the correction of habits and the norms of behavior, the restoration of the child's emotional-value attitude towards himself.
The use of talekotherapy for the purpose of spiritual and moral development of the preschooler is the process of mastering the child moral norms and rules of behavior, moral values, the development of personality structure (self-consciousness, self-assessment, self-regulation, motivation, etc.) and "spiritual and moral sphere, namely three Its components:
Cognitive, helping to obtain and acquire knowledge about its internal world, spiritual and moral values, moral norms and qualities, on methods of generalization and behavior in various life situations;
Emotional-value, determining the development of an emotional attitude towards moral standards and qualities, the ability to distinguish between moral behavior from immoral, based on social values;
The behavioral, ensuring the manifestation of the moral orientation of the individual, sociability and contact enterprise, interest in relations with people in various situations. "
1.4 Psychological- pedagogical conditionsspiritualmoral development of preschooler means of talentherapy
In contrast to the traditional method of moral education in the pre-school education system, the model of spiritual and moral development of preschoolers in the establishment of additional education of children is based on the methodology of a personally-oriented approach and principles of a systematic approach, the unity of consciousness and activities, subjectivity to solving the scientific problem of spiritual and moral Development of children.
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