Workshop outline
"Fostering a culture of behavior in preschool children"
1. The concept of "culture of behavior of preschoolers", its content. Fostering a culture of behavior from the standpoint of modern etiquette (quiz).
2. Game activity as a means of forming a culture of behavior of preschoolers (psychological and pedagogical games).
3. Interaction with peers and adults (solution of pedagogical situations).
The culture of communication between children and adults and peers is a constituent basis of the culture of behavior.
Man, as a social being, constantly interacts with other people.
He needs the most diverse contacts: intra-family, social, industrial, etc. any communication requires a person's ability to comply with generally accepted rules of behavior due to moral norms. Communication of preschool children, first of all, takes place in the family. A child who enters a kindergarten expands his social circle - communication with peers, with the teacher and other employees of the preschool institution is added.
The task of parents and teachers is to foster a child's culture of communication.
What are the most important moral qualities that adults want in children?
Politeness - it adorns a person, makes him attractive, evokes a feeling of sympathy in those around him.
“Nothing is as cheap or valued as much as courtesy. It is impossible to imagine human relationships without it. The politeness of children should be based on sincerity, benevolence, and respect for others. Politeness acquires a price if it is manifested by a child at the behest of the heart. "
Delicacy - courtesy sister. A person endowed with this quality will never cause inconvenience to others, will not give a reason to feel his own superiority with his actions. The makings of delicacy come from deep childhood.
Courtesy - It is necessary to seek from children so that courtesy, attention, help to others are manifested in them from good motives.
Modesty - this moral personality trait is an indicator of true upbringing.
Modesty is accompanied by respect and sensitivity to people and high demands on oneself. It is necessary to form skills in children.
Sociability - It is based on the elements of benevolence, friendliness to others - indispensable conditions in the development of a culture of relationships in children. A child who experiences the joy of communicating with peers will readily give up the toy to a friend, just to be close to him, for him to show goodwill is more natural than impudence, harshness. These manifestations are the sources of respect for people. A sociable child finds a place in kindergarten faster.
Kindergarten pupils have many reasons for communication. Toy theater, a song sung on a walk
A bouquet collected by flower, prompting to exchange impressions, make you reach out to your peers. The main communication - "child - child", "child - children" goes on their own motivation, because life in the society of peers puts the pupil in conditions to share something together: to work, play, study, consult, help - in a word, solve his little affairs.
The challenge for adults is to guide children's relationships in a way that fosters teamwork skills.
Children under the guidance of an adult gain experience of positive communication
The rules of etiquette for children are magic rules of behavior, knowing and observing which you will never find yourself in an uncomfortable situation, and will always look polite and well-mannered. In a modern civilized society, one cannot do without applying the rules of etiquette.
Children should be taught etiquette from birth with an explanation and demonstration should be by example. If the rules of good manners are not observed in the family, then the child will behave at random. Telling about the rules of etiquette is best done in a playful way. The kid needs to be interested.
Remember that your child's behavior is entirely up to you, because educated and cultured adults rarely have rude and ill-mannered children.
Workshop materials are available for download
What is etiquette
We must know from childhood.
These are the norms of behavior:
How to go to a birthday party?
How to get acquainted? As it is?
How to call? How to get up? How to sit down?
How to say hello to an adult?
There are many different questions.
And he answers them
This very etiquette.
Dear parents !!!
We have prepared verses for you that reveal the content of the rules of etiquette.
With the help of them, babies very easily and quickly learn to behave well in
kindergarten and visitinghaving their content and meaning,
The little ones will make the best impression
on adults and your friends. You can download
"Education of a culture of behavior in preschoolers"
1. The need to educate a culture of behavior from an early age, conditions.
2. The concept of culture of behavior of children of preschool age,characteristics of its components through the analysis of the studied literature:
b) Culture of communication between peers and adults, betweenboys and girls;
c) Culture of activity; respect for things, toys, books, nature.
3.Methods of forming a culture of behavior in different ages groups.
4 Conclusion of the lighting status of this problem in the methodological literature.
I chose this topic because I think it is more relevant today. First of all, a child from an early age needs to instill etiquette. Etiquette expresses the content of certain principles of morality, in the broadest sense of the word. Etiquette is an important part of universal human culture, morality, morality, in goodness, justice, humanity - in the field of moral culture and beauty, order, improvement.
To teach the child everywhere and in everything to respect society as a whole, each of its members individually and to treat them the way he treats himself and so that others treat him the same way. The rule is very simple, but alas? In everyday practice, human relations are far from being realized by everyone and not always. Meanwhile, culture - human relations, communication between people play an important role in life. If a child succeeds in communicating culturally with loved ones, acquaintances, he will behave in the same way and completely with strangers.
Each of us can, by personal actions, determine almost unmistakably the degree of their upbringing, the prevalence of their habit of thinking or not thinking about the interests of others. And each era has its own style, each society has its own rules of behavior, but there are common human values and it is on their basis that the culture of any nation develops. An integral part of culture is etiquette that has evolved over the centuries, rooted in the sphere of morality.
It all starts from childhood. Education of morality begins from the cradle. When a mother smiles at a child, rejoices at him - this is already the upbringing of the deepest morality, his friendly attitude towards the world. Next is kindergarten, then school. The central figure in society, on which its future depends, are the teachers who still give out wisdom - in the book. Only high culture can unite us. Culture is valuable for all mankind, it is dear to everyone. It is not dear only to those people who are deprived of it. Culture, only culture can help us and in its absence is the cause of many troubles.
This is a topical issue for our society and I believe that more attention should be paid to the younger generation.
2. The need to cultivate a culture of behavior
From the earliest childhood, the child enters a complex system of relationships with the surrounding people (at home, child / garden, etc.) and gains experience in social behavior. To form behavioral skills in children, to educate consciously, an active attitude to the entrusted business, partnership, you need to start from preschool age.
There are many opportunities for this in kindergarten. In the process of everyday communication with peers, children learn to live in a team, in practice they master moral norms of behavior that help to regulate relations with others. Working with children, educators pay great attention to the formation of their behavior in the classroom, in games, at work and do not sufficiently assess the possibilities of everyday everyday activities, often passing by the technical pedagogical values that are fraught with the daily life of a preschool institution. Due to the fact that children attend kindergarten for years, it becomes possible to exercise them in good behavior many times, and this contributes to the development of habits.
Adults should, from childhood, educate children to be sensitive, responsive, and ready to help each other. “If it’s difficult for a friend, help him”, “If it’s difficult for you, ask for help” - these are the rules that children should follow in their daily life. The teacher, using specific examples, explains to children the need and appropriateness of each rule of behavior. Having realized the value of the rules, children begin to actively use them, and the gradual adherence to these rules becomes the norm of behavior for them.
Start building cultural habits by fostering neatness and cleanliness. Already from the age of three, a child can, with some help from adults, dress, make his bed, can help clean up the room.
Food culture, the ability to take food culturally is one of the first skills that a child must develop. Before eating, be sure to wash your hands, be able to use a spoon, fork, do not stain tablecloths and clothes while eating - all this can be brought up only through constant observation and systematic instructions from adults.
From an early age, educate children to love and habits. Should be considered the most important rule of education: "Do not do for the child what he can do himself." By doing something for the child, adults think they are helping the child. But in reality, they only interfere with the development of useless skills, deprive him of independence and the joy that the manifestations of independence give children.
The ability to live in a team of peers is of great importance for the future student
3. The concept of the culture of behavior of preschool children,
characteristics of its components through the analysis of the studied literature.
The concept of a preschooler's culture of behavior can be defined as a set of stable forms of daily behavior useful for society, in everyday life, in communication, in various activities. Culture of activity - manifests itself in the behavior of the child at work, in games, while performing work assignments. To form a culture of activity in a child means to cultivate in him the ability to keep in order the place where he works, studies, plays; the habit of completing the work begun, taking care of toys, things, books.
An important indicator of the culture of activity is a natural craving for interesting, meaningful activities, the ability to cherish the time. At the senior preschool age, the child learns to regulate his activities during the holidays, quickly and orderly perform hygiene procedures, etc. This will be a good basis for the formation of his skills of effective work organization. To determine the achievement of the upbringing of the culture of labor activity, one can use such indicators as the child's ability to work, interest in the work performed, understanding of its purpose and justified meaning; activity, independence; manifestation of volitional efforts in achieving the required result; mutual assistance in collective work.
Communication culture - provides for the child's compliance with the norms when communicating with adults and peers, based on respect and goodwill, using the appropriate vocabulary and standards of treatment, as well as polite behavior in public places, everyday life. The culture of communication involves not only doing the right way, but also refraining from actions and words that are inappropriate in a given situation. The child should be taught to notice the states of other people. From the very first years of his life, a child should understand when it is possible to run, and when it is necessary to slow down desires, because at a certain moment, in a certain environment, such behavior becomes unacceptable, that is, to act guided by a sense of respect for others in combination with a simple naturalness in the way of speaking and showing self-feeling characterizes the child, which is important.
The culture of communication necessarily presupposes a culture of speech. The culture of speech presupposes the presence of an adequate vocabulary of words, the ability to speak tactfully, while maintaining a calm tone. Mastering the culture of speech contributes to the active communication of children in joint games, largely prevents conflicts between them.
Cultural and hygienic skills are an important part of the culture of behavior. The need for neatness, keeping in the frequency of the face, hands, body, hairstyle, clothes, shoes is dictated not only by the requirements of hygiene, but also by the norms of human relations.
Teachers and parents should constantly remind that the skills imparted in childhood, including cultural and hygienic ones, bring a great benefit to a person throughout his entire subsequent life.
Food cultures are often referred to as hygiene skills, but their importance is not only in fulfilling physiological needs. It has an ethical meaning - after all, table behavior is based on respect for the people sitting next to them, and also for those who cooked the food.
From preschool age, children must learn certain habits: you cannot put your elbows on the table while eating, you need to eat with your mouth closed, chewing food thoroughly. Mastering the culture of food is not an easy task for preschoolers, but it is necessary to develop these skills, to make sure that children eat with pleasure, with appetite and neatly.
a) Culture of communication with adults and peers
Man, as a social being, constantly interacts with other people. Immune contacts are very diverse: intrafamilial, social, industrial, etc., any communication requires from a person the ability to comply with the generally accepted rules of behavior due to moral norms. Communication of children of preschool age, first of all, takes place in the family. For a child who enrolled in kindergarten, the circle of communication expands - communication with peers, with the teacher and other workers of the preschool institution is added.
The task of parents and teachers is to educate the child in a culture of communication. What are the most important moral qualities we want to see in our children?
Politeness. It adorns a person, makes him attractive, evokes a feeling of sympathy in those around him. “Nothing is as cheap and invaluable as courtesy. It’s impossible to imagine the relationship of people. The politeness of children should be based on sincerity, benevolence, respect for others. Politeness acquires a price if it is manifested by a child at the behest of the heart. "
Delicacy is the sister of courtesy. A person endowed with this quality will never inconvenience those around him, there is no reason to feel his own superiority by his actions.
Helpfulness. It is necessary to seek from children that courtesy, attention, help to others are shown to them from good intentions.
Modesty. This moral character is an indicator of true upbringing. Modesty is accompanied by respect, subtlety of people, and high demands for self-use. It is necessary to develop the skills of children.
Sociability. It is based on the elements of goodwill, friendliness to those around them - indispensable conditions in the development of children of culture of relationships. A child who experiences the joy of communicating with peers will readily give up a toy to a friend, just to be near him, for him to show goodwill, more harsh than impudence. These manifestations are the sources of respect for people. A sociable child finds a place in kindergarten faster.
A prerequisite for the all-round development of a child is the presence of a children's society, in which the traits of a new person are formed: collectivism, camaraderie, mutual assistance, restraint, social behavior skills. Communicating with peers, the child learns to work, engage, and achieve the set goal. The child is brought up in life situations that arise as a result of communication between children. Preparing a child for life among adults begins with this ability to build their relationships with peers: from the beginning, in kindergarten and at school, then individual children and the corresponding manifestations - take away, push, etc. When a child begins to realize that there is such a pedagogical law next to him, that his desires have to be commensurate with the desires of others, then a moral basis for mastering the necessary forms of communication arises.
The upbringing of a culture of communication is carried out in close connection with the formation of collectivism skills in children. In shaping a child's desire for communication, adults should encourage even the smallest attempts to play with each other.
It is useful to unite children around things that make them rejoice, worry, feel a sense of satisfaction, and show goodwill together. In an interesting, eventful life, communication of children acquires a special restraint. Teachers use various techniques that help to diversify the daily life of children, for example: greet them with a friendly smile in the morning, try to attract them with an interesting toy.
The main communication - "child-child", "child-children" life in the society of peers puts the pupil in the conditions to share something together: to work, play, study, consult, help — in a word, solve their little affairs.
The challenge for adults is to guide children's relationships so that those relationships contribute to the development of collectivist skills. It is important to instill in the child an elementary culture of communication that helps him to establish contacts with peers: the ability to negotiate without yelling and quarreling, to make a request politely; if necessary, then give up and wait; share toys, talk calmly, not disturb playing with a noisy intrusion.
An older preschooler should be able to show courtesy and attention to a friend, politeness, caring, etc. Such forms of communication are easier for a child to learn if adults support, then watch how he behaves with playmates, with relatives and people around him. Children, under the guidance of an adult, gain experience of positive communication.
c) Culture of activity; respect for things, toys, books, nature
The culture of work and behavior is qualities that are an indicator of a person's attitude to his work, people, society and testify to his social maturity. Their foundations are laid in childhood, and then they continue to develop and improve. In the preschool period, the child masters the skills of a culture of actions with objects in games, work, in the classroom, i.e. in the process of activity. While playing, doing, performing strong work assignments at home and in kindergarten in the society of peers, the child assimilates a positive experience of attitudes towards people, work, things.
It is necessary to instill in children the ability to properly handle toys, books, manuals, personal belongings, and take care of public property; to form the skills of the ability associated with the preparation for future activities (games, activities, work), i.e. teach the child to prepare the workplace and all the necessary items and materials with which he will play and engage; clearly and consistently organize their activities, plan time in the process of activities, bring what has been started to the end. Upon completion of the activity: after bringing the order to your work place, carefully remove what you used after yourself, fold the toys, books, educational materials in such a form and in such order to ensure their safety and ease of use next time; after bringing the order to your work place, wash your hands after your work tasks. Older preschoolers are taught elementary skills of organizing free time in accordance with the order of life at home and kindergarten, the desire to be busy with useful activities.
It is known that a small child is still unable to organize his activities, so the organizers are family parents and kindergarten teachers.
It is important to teach children to treat public property as their own personal thing. The teacher explains to the children: “Everything that is in the office is toys, furniture - yours, mine, ours, common, belongs to all of us. This must be protected, otherwise there will be nothing to play and study, and it will become uncomfortable in the office. " gradually as a result of interaction with peers, expanding to the concepts of "we", "ours", he begins to take care of things belonging to others.
It is necessary to teach correctly, to handle teaching aids. Proper handling of materials and aids that are needed for various activities is an important task in preparing a child for school.
Also, special attention should be paid to the correct handling of the book. From the first meeting of a child with a book, it is important to evoke a respectful attitude towards it. The book is one of the treasures of a person's spiritual wealth. Books make us smarter and more mature. Books teach us, amuse and delight us. "If you want to see a book, check your hands, cleanlioni" - this should become a rule for every little reader. Children should know that the book is used in a specially designated place for a feast, and not on a carpet or an exercise head. Throughout the preschool years, the child must firmly learn the rule of handling the book: - save the book: do not get dirty, do not leave the pages, turn them over correctly, do not wet your finger with saliva. Do not play with the book, it spoils from this. After having looked at the book, do not forget to put it in place; keep the book correctly, in a specially designated place - in a bookcase or on a shelf; if you notice that the book is not in order, fix it yourself or with the help of an adult.
In the fifth year of life, children acquire skills that help them organize their activities, prepare everything necessary for games, work or classes; determine your place, so that it is convenient, not to disturb others. If the child is not accustomed to this, then the activity loses focus and depends on chance. If we do not educate the child in time to prepare for the upcoming business, then the absence of this valuable skill will affect in the future, when he becomes a schoolboy. It is useful to clarify that any activity requires a certain amount of preparation: it is necessary to foresee which toys or aids will be required. Remind once again so that the child does not start the business, until he is convinced that everything necessary is prepared.
Older children should be taught to anticipate what and how they intend to do, mentally imagining a plan of their actions. The prospective student should learn rules to help organize upcoming activities, their progress and completion:
Before you start the game, you love it, figure out what it will take;
Determine in advance where it is more convenient to play or study, so that you do not interfere with others, and you are not distracted;
Prepare a place in advance, arrange everything you need on it so that everything is at hand;
Check your appearance, do not start work, until you get yourself in order;
Your business shouldn't mess up the room;
Don't leave unfinished business;
Do not take on a new business without completing the old one;
Take away after you everything that you played and did, for each substance its own place, that you used, leave it in full order, let all toys, books, manuals be in a state of readiness;
Brushes washed, and pencils sharpened, drawings, modeling, albums folded in a certain place, toys - waiting for their master;
Do not forget to put yourself in order - wash your hands, remove the apron, carefully folding it back into place.
Knowledge of these rules and the ability to be guided by them helps older preschoolers to acquire skills in organizing free time. With purposeful upbringing of the child, the habit of being busy is formed; the ability to independently organize one's own interests, the ability to do what is necessary, to spend one's energy on rational activity. These habits are the basis for school development and organization of the future student.
The main-upbringing value of children's activity, which consists in what its content is, stability and duration, what it teaches, what moral qualities it develops in the child. How does he show himself: is he able to apply the existing knowledge and skills, moral ideas in action? If he plays with a friend, then how he manifests himself: courteous or impudent, polite or rude, generous or greedy. Does the content of the activity correspond to the level of his age capabilities? to promote the involvement of games, occupations, work; if necessary, provide assistance in the selection and formation of various activities, in expanding its content, in achieving the set goal.
Each type of child's activity (games, work, occupation) creates favorable opportunities for the implementation of certain tasks of upbringing associated with the formation of a culture of behavior of preschoolers.
In the game, to form moral feelings, moral consciousness and moral actions, collectivist skills, friendly relations, the ability to follow the rules of the game, the general idea; in studies - the culture of learning activities, the ability to behave in accordance with the rules, discipline, organization, respect for the words of the teacher, for the general task; in the process of work - hard work, thrift, accuracy, a sense of responsibility, the ability to act together, rationally use the tool of love and the ability to work with carry out a wide range of educational tasks related to the formation of moral awareness, moral feelings and habits, which are the basis of cultural behavior.
Leading any kind of activity, adults can influence the child, his moral manifestations, judgments, attitudes towards peers, expand and clarify knowledge, form an attitude towards society, towards people, towards work, towards his duties.
The main task of the moral education of preschoolers at this stage is, first of all, to consolidate, deepen and expand all that they have acquired during the entire preceding period. In everyday pedagogical practice, the teacher should strive for the child's moral feelings to become deeper, and their manifestation in attitudes towards people, their activities, and a similar country - more stable, organized. Moral representations of children about the phenomena of social life, which characterize people with qualities (such as justice and honesty, hard work and responsibility, etc.) become more conscious. They acquire greater generalization, and the skills of moral behavior - more natural and durable, acquire greater breadth and stability, so that the child always behaves according to the rules, not only at home, but also in any environment, not only with the eyes of adults, under control, but also on his own motivation. Special attention of the educator in this age group should be focused also on the upbringing of the need to observe the rules of personal hygiene and natural mutual assistance of children in various regime processes, in the formation of volitional qualities, in the accumulation of experience of humane relations and culture of behavior.
To ensure organic continuity between kindergarten and school in moral education, a high level of upbringing in the broad sense of the word is very important. It is the positive experience of humane relations of children that the primary school rightly considers as the main result of the moral upbringing of the child in the previous period; It is on this foundation in the primary grades that the further development of new forms of moral behavior takes place.
The learning process also depends on the upbringing achieved. Among the negative qualities of a first grader that complicate educational activities and upbringing, the teacher is often called inaccuracy, lack of concentration. Cleanliness, upbringing during preschool childhood provides the first grader with a natural, effortlessly maintaining the order of the portfolio, at the workplace, saves time for educational activities. Many primary school teachers often complain that a first grader can be noted for "laziness of mind." Not accustomed to perseverance in mastering knowledge, and the desire to understand the meaning of the information received, the inability to concentrate is a serious problem. To send children to school with such qualities as perseverance and perseverance in achieving a result is one of the most important educational tasks in the preparatory school and kindergarten.
A good means for instilling this quality is collective reading followed by a retelling of the content of the read fairy tale, fables, etc. This greatly helps in the upbringing of a child preparing for school, the formation of learning skills.
The tasks of fostering a culture of behavior in this age group, as in the previous ones, are solved on the basis of a reasonable selection of methods and techniques, their most successful combination, ensuring the interconnection of educational, cognitive and independent activities of preschoolers.
It is important to note that in the work with the children of this group it is necessary to provide that the child's acquired experience does not run counter to the new knowledge that he will receive in the process of upbringing. It is also necessary to carefully consider how the behavior of children is reflected in their impressions obtained as a result of observations of various life situations, what is the attitude of children to the observed actions of fellow adults. Therefore, intimate individual conversations and group ethical conversations are of particular importance; Staging games and exercise games are also very effective. Complementing each other, they allow to form the moral world of the older preschooler, the social morality of his behavior.
Using moral directed methods of education, the teacher forms ethical concepts of culture of conduct in public places, culture of relationships, culture of speech, culture of appearance. It is also important that morally oriented activities, conversations contain not only the rule of etiquette, but interesting practical exercises in cultural communication. Then it is possible to effectively influence the inner world of the child.
The effectiveness of the formation of benevolent social motives of behavior increases if the teacher establishes an organic connection between the various tastes of children's activities. This work must necessarily be reflected in the plan of upbringing and educational work.
Influence of moral ideas of preschoolers on behavior
The preschooler learns the requirements of morality, first of all, in the form of moral ideas. However, being images of proper behavior, these representations do not always contribute to the development of arbitrary behavior. They begin to control - actions and deeds, only inextricably linked in the child's experience with an emotional attitude to moral situations. In order to form effective moral ideas of a preschooler, it is necessary to know his age characteristics. The foundations of the moral "I", the moral requirements of others, the most important norms of relationships between people are laid precisely in preschool age. In older preschool age, moral emotions are especially significant - they increase or soften the moral requirements emanating from the adult. It is emotions that are the channel through which moral information flows to the nascent personality.
Determine the chain of dependencies: moral representations, emotional relationships, moral situation, situations are created that include various aspects of life, the item the child himself is faced with the need to perform this or that action. Conversations are also conducted on the plot pictures in this aspect, so that the subject can tell how he would have acted in this situation.
Moral activity is analyzed according to the degree of the subject's personal interest in changing the situation for the better, since help, support, sympathy are more active (which depends in the first place on how emotionally affected the child is), the situation is resolved more independently and more successfully.
The teacher should suggest to his educator the way to independently resolve the moral situation, the way, of course, accessible to his age. Thus, it will contribute to the formation of a sense of duty, responsibility, initiative, i.e., technical qualities, without which it is impossible to truly deeply assimilate the requirements of society. Moral ideas, containing specific ways of mutual assistance, mutual assistance, are most typical for children in a preparatory school group (although they are also indicative for an older one). These guys do not just sympathize with a peer who fell during a walk, but they also offer help.
For older preschoolers, dual representations are characteristic. However, one's own imaginary behavior is more selfless, more active, disinterested. This level of development suggests that the pupil already has an image of proper behavior. He imagines how to behave in a certain situation, how to act under the influence of momentary desire. True, these representations are still examples to which he strives. In terms of representations, he is more active, inventive, responsive.
Emotional relationships in all situations turn out to be interconnected with moral ideas of varying degrees of effectiveness, which are more regulative if emotionally saturated. As for the assessments-rules, assessments-states, the role of the fifth and seventh years of life increases. Preschoolers at this age overestimate their behavior from the point of view of fulfillment or non-fulfillment of moral rules ("I will help grandma because she is old", "Girls must always give in"). The teacher should help the child to emotionally assess the state of the peer. When analyzing a conflict situation, the film he watched, he draws the pupil's attention to the state of another person, teaches him to see and understand the experiences of others, to sympathize with them, and not only to emotionally assess the state of those around him, but to anticipate the consequences of his actions. His task is to help the child to expand the frames of the present and look into the future, to teach him anticipatory assessments.
The independent behavior of a child is a necessary condition for the formation of an active life position. Improving the effectiveness of moral ideas will contribute to the growth of the moral activity of the individual.
Is your child raised?
A person's upbringing lies in his spirituality and harmony of moral qualities, mental subtlety and ability to self-control, as well as responsibility and a sense of duty to society and the Motherland. All parents want to see their children well-bred. But good manners are not formed by themselves, as other parents believe. The very definition of "good manners" says that this is the result of a long and persistent polishing of a person, the result of his upbringing in the broadest sense of the word.
No matter how developed a child is, smart and outwardly attractive, if he interferes in the conversation of adults, does not know how to politely ask a question, does not know how to greet elders, is too talkative, such a child makes an unpleasant impression. They say about him: not raised.
We must not forget about the example of adults, because a small child begins to learn forms of behavior, imitating close people. No wonder they say: children are the mirror of their parents. We want to see the following manifestations of good breeding in our children:
2. Delicacy. Someone who is delicate will never give a reason to feel superior, will not impose on a person his society contrary to his wishes, ask inappropriate questions or show excessive curiosity.
3. Sensitivity. This moral quality manifests itself in caring people, the ability to empathize, help, comfort.
4. Feelings of tact. It is the regulator of a person's actions, his relations with people.
5. Discretion. Seeking courtesy from children, we want it to manifest in them out of good intentions to show attention, to help relatives and people around them.
6. Modesty. This moral trait characterizes genuine upbringing. A modest person does not try to appear original, does not stick out his "I", behaves simply, naturally, with dignity. Modesty is accompanied by respect and sensitivity among people, while at the same time high demands on themselves.
7. Hard work. This is a character trait that has tremendous social value. It manifests itself in activity, conscientiousness, frugality, respect for your work and social welfare, as well as the desire to do what you can do yourself.
8. Discipline. Discipline manifests itself in the culture of feelings, actions, needs.
The upbringing in children of the skills and habits that contribute to the formation of moral behavior should be carried out continuously throughout the entire school year and in unity with all the other tasks of upbringing provided for by special programs. Only then the child's behavior becomes an expression of his upbringing.
Speech etiquette and politeness
What does it mean to be polite? To answer this question, let us first of all consider the relationship between such phenomena as etiquette and politeness.
Etiquette and speech etiquette are the rules and norms of behavior adopted in a particular society, around people, including speech behavior, which, on the one hand, regulate, and on the other, reveal, show the attitude of members of society along the following lines: friend or foe, superior - inferior, senior - junior, distant - close, familiar - unfamiliar and even pleasant - unpleasant.
But what about politeness? Politeness is a show of respect. Politeness is also a willingness to provide a service to someone who needs it, delicacy, tact. And, of course, a timely and appropriate speech manifestation - speech etiquette is an integral etiquette of politeness. The inherent politeness of a person is assessed by others as his positive quality. Everyone has heard something similar: “What a good person! Always congratulates me on a holiday "; “You have a nice daughter. He always greets everyone. "
Psychologists who study interpersonal relationships attach great importance to signs of attention, which are capable of calming, providing their own city, and a psychotherapeutic effect. It's nice to receive attentions. They do not give us such a sign of attention - and the mood deteriorates, resentment arises, sometimes bitter.
The magic power of speech etiquette is that it reflects a special level of information that we exchange in communication. Psychiatrists have found that the need for touch, affection in people is very significant. Lack of affection on the part of adults caused children with a severe developmental delay, and even a serious illness. Therefore, what the mother intuitively does - talks to the baby, smiles at him, takes her in her arms, strokes - are absolutely necessary for the child.
Speech etiquette is realized in a situation of direct communication, when “here (at the point of meeting)” and “now (at the moment of meeting)” “I” and “you” openly exchange “strokes”. That is why expressions of speech etiquette touch us personally.
The "magic" of speech etiquette is that it really opens the door to our interactions. Here are several ways to "stroke": "Is it easy for you to move?", "If it is not difficult for you, move, please?"
Not grasping the social essence of "stroking" in speech etiquette means not correctly interpreting the question of an acquaintance: "How are you? How is your health?" Indeed, in this case, the individual does not require a detailed response story about business and health. Meanwhile, the exchange of signs like “I notice you, respect you, wish you well” is not a waste of time. In the end, the exchange of information like “I wish you well”, etc. plays no less a role in the processes of social interaction than a productive discussion of scientific, technical, political, artistic or other problems.
So, politeness is a form of respect for a person, and this form is expressed in the stereotypes of speech etiquette. That's a form and a stereotype!
Cultural Behavior Skills
1. Reinforce the skills and habits of cultural behavior
2. Strengthen the skills of behavior in public places, at the table.
3. Continue to cultivate respect for things and toys.
4. To cultivate a positive attitude, respect for child workersgarden, parents, sensitivity and respect for elders, willingness to help them.
Fostering humane feelings and positive relationships
1. To form a representation of kindness, honesty, modesty,justice, friendship.
2. Foster a negative attitude to moral qualities: tricks,deceit, cruelty, selfishness, laziness.
4. To form a relationship of cooperation in solving educational problems,the ability to empathize with the successes and failures of comrades.
5. To learn to fairly evaluate their actions and the actions of their peers.
6. Form a friendly character and mutual assistance.
LITERATURE:
1. Bure RS, Ostrovskaya L.F. "Educator and Children" M. Enlightenment 1985
2. Peterina S. V. "Education of the culture of behavior of children in preschool
age "M. Enlightenment 1986
3. Ostrovskaya "Behavior is the result of upbringing"
4. Yadeshko, Sokhina "Preschool Pedagogy"
5. Erofeeva T. "The assimilation of the rules of behavior with comrades by preschoolers" Д / в
No. 10-80 g.
6. Ostrovskaya L.F. "The basics of good breeding" D / in 8-85
7. "Is your child raised?" Д / в No. 10-86
8. "To educate a tactful interlocutor" Д / в №8-85
9. "Conversations on ethical topics" Д / в № 4-88
10. "Child and peers" Д / в № 9-88
11. Zernova "Education of love and respect for the book" D / v №6-89
12. Gello V. "Teach to take care of the book" Д / в №1-76
13. "Speech etiquette and politeness" Д / в №4-90
14. Ivanova "Education of the culture of speech" Д / в №12-88
15. Barkhatova "Education of a culture of behavior" Д / в №11-89
16. Yudina "Lessons of courtesy" Д / в №4-88
17. Rychashkova "Exercises to consolidate the culture of behavior" Д / в №3-89
18.Portyankina "Approximate planning of work for the upbringing of culture
behavior "Д / в №1-89
Department of Education of the city of Moscow
Moscow Humanitarian Pedagogical Institute
Faculty of Pedagogy and Methodology of Preschool Education
Department of Pedagogy
and methods of preschool education
Course work
« Fostering a culture of behavior in preschool children "
Performed:
student of group №10 / 474-ЗД
extramural education
Savchenko G.V.
- Scientific adviser: Pasalskaya T.L.
Table of contents
Introduction………………………………………………………… …………………..3
Chapter 1
CONCEPT OF BEHAVIORAL CULTURE, ITS COMPONENTS AND CONTENT
- Culture of behavior and its components …………………………………… 6
1.1.2. The culture of communication between children and adults and peers is a constituent basis of the culture of behavior ……………………………………………………… ..12
1.1.3. Hygienic upbringing of children as an element of the culture of behavior …… .1 4
Chapter 2
BEHAVIOR CULTURE FORMATION TECHNIQUE
PRESCHOOL CHILDREN
2.1 Methodological principles for the formation of a culture of behavior
preschool children ……………………………………………………. 17
- Fostering a culture of behavior in preschool children ………… ..20
Tasks of forming a culture of behavior of a preschooler ... 28
DIAGNOSTICS OF BEHAVIORAL CULTURE IN ELDER PRESCHOOL CHILDREN
3.1. Diagnostics ... 31
3.2. Analysis of the results obtained ……………………………………………. 33
CONCLUSION…………………………………………………… ……………..36
BIBLIOGRAPHY ...40
APPLICATION…………………………………………………… ……………..42
- Introduction
The culture of behavior is an integral part of the world civilization,
an integral part of the general culture of mankind.
Norms behaviors determine what is generally accepted and acceptable in the actions of a member of society, and what is not. Uniform and generally accepted rules ensure a high level of relationships and communication in society.
The culture of behavior is an important part of universal human culture, morality, morality. Therefore, it is so important to teach a child everywhere and in everything to respect society as a whole and each of its members individually to treat them the way he treats himself and that others treat him the same way. To be cultured, educated is not the property of a select circle of people. To become a harmonious person, to be able to behave with dignity in any environment is the right and duty of every person. It is necessary to acquaint children with the rules of good manners from an early age and continue throughout childhood.
Relying on the skills of cultural behavior previously mastered by children (in the form of manifestations of politeness, attention and sympathy for peers and adults, elementary skills to help them, friendly forms of communication, etc.), it is necessary to teach to understand the meaning and significance of certain rules of ethical behavior person and in an accessible form to disclose them.
Starting to actively use the rules of behavior in everyday life, play, and other activities, children learn them, and understanding the meaning helps the child consciously manage his behavior, emotions, independently regulate them in different life situations.
Cultured people are subject to discipline, i.e. self-control and self-criticism. It is important for children to understand that following the principle: "I want and will do what I want, regardless of anyone," they will never know what the respect of others, affection and love of loved ones is. Such personalities are not a joy to anyone. We always want to communicate with honest, noble, true to the given word, respecting others, cordial and hospitable people, this gives us true joy, enriches us spiritually. Cultured people keep their emotions under control, control them. They will never stoop to insults or shouting, because they will humiliate themselves, first of all. Observations show that 50% of children do not have cultural and hygienic skills, 90% of children do not have a culture of communication, and a culture of activity is not developed in 30% of children.
Analysis of the psychological and pedagogical literature on this issue showed that A.V. Mudrik, R.S. Bure, T.N. Nikolaeva, S.I. Illarionov, V.A. Doskin, S.A. Kozlova and others. The study of the works of these authors, as well as the study of the programs "Childhood", "The ABC of Communication" made it possible to conclude that the solution to the problem "Cultivation of a culture of behavior" in educational institutions for preschool children has not been sufficiently worked out.
Purpose of the study- to identify the level of culture of behavior in older preschool children.
Object of study- the process of cultivating cultural behavior.
Item- features of the formation of cultural behavior in senior preschool age.
Hypothesis - the upbringing of a culture of behavior in older preschoolers occurs with the purposeful activity of the educator, in the process of organized classes using various materials.
Research objectives:
- Consider the concept of a culture of behavior;
To characterize the upbringing of a culture of behavior in preschool age;
cultural education of preschoolers.
When carrying out the work, the following methods were used: analysis of psychological and pedagogical literature on the research problem, observation, comparative analysis.
Chapter 1
The concept of a culture of behavior, its components and content
- Culture of behavior and its components
The concept of "moral behavior" closely borders on the "culture of behavior". There are many definitions of the concept of "culture of behavior". So, for example, in the pedagogical dictionary: “The culture of behavior is the observance of the basic requirements and rules of human life, the ability to find the right tone in communicating with others. The culture of behavior is a set of forms of everyday human behavior (in work, in everyday life, in communication with other people), in which the moral aesthetic norms of this behavior find an external expression. The culture of behavior includes: manners of communication, etiquette, the highest degree of refinement, polished actions and deeds of a person, the perfection of his activities in various spheres of life. "
Here, by the term "culture of behavior" we mean the totality of sustainable forms of everyday behavior useful for society in everyday life, in communication, in various types of activity.
The culture of behavior is not limited to formal observance of etiquette, it is closely related to moral feelings and ideas, and in turn, reinforces them.
In the content of the culture of behavior of preschoolers, the following components can be conditionally distinguished: culture of activity, culture of communication, cultural and hygienic skills and habits.
The essence of the constituent elements of the culture of behavior will make it possible to more specifically trace the tasks of education and their gradual complication.
.
Thus, the culture of human behavior is the whole person, in the totality of not only external manifestations, but also internal qualities. And this means that each of us is responsible for our own culture of behavior, for the people around us, and especially for the growing ones, for those who replace them.
The culture of behavior does not exist outside the culture of communication, and vice versa. Culture cannot be viewed only as an environment, an external condition or environment for development.
Communication, no less than work, serves as a means of developing consciousness, which by its nature and method of implementation is dialogical.
We talk about the culture of communication as an introduction to the cultural and historical environment in which we live. All facts of culture are mediated by it. Culture appears as an image of the world, the ability to navigate in it, as the mastery of cultural stereotypes.
The culture of communication necessarily presupposes the interaction of all its components: an accurate reflection of the individual properties of the individual and his personality as a whole, which makes it possible to build an adequate attitude and, on this basis, choose the appropriate means and methods of treatment.
Table # 1
Components of a culture of behavior
| Culture of activity |
|
Cultural and hygienic skills |
| Show in the behavior of the child in the classroom, in games, while performing work assignments. To form a culture of activity in a child means to instill in him the ability to keep in order the place where he works, studies, plays; the habit of completing the work started, taking care of books, things and toys. An important indicator of the culture of activity is a natural craving for interesting and meaningful activities, the ability to value time. In senior preschool
age, the child learns to regulate their activities and rest. This will be a good basis for developing the skills of effective work organization. |
Provide for the child's compliance with the norms and rules of communication with adults and peers, based on respect for goodwill, using the appropriate vocabulary and forms of address, as well as polite behavior in public places, in everyday life; suppose:
-
skill not only act right way, but also refrain from inappropriate in this environment of actions, words, gestures - culture of speech, i.e. Availability sufficient vocabulary, the ability to speak succinctly, while maintaining a calm tone. |
An important part of the culture of behavior. The need for neatness, keeping the face, body, hair, clothes, shoes, school supplies clean is dictated not only by the requirements of hygiene, but also by the norms of human relations. Children should understand that in observing these rules, respect for others is shown, that a sloppy person who does not know how to take care of himself, his appearance, and actions, as a rule, is careless in his work. Food culture is often referred to as a hygienic skill, but it has an ethical aspect - after all, table behavior is based on respect for those sitting next to them, as well as for those who prepared the food. |
Thus, we have given a definition of the culture of behavior, its main components, identified their essence, highlighting the main points in a structured way in the table. Further we will dwell in more detail on the content of the basic elements of the culture of behavior.
- The culture of activity, respect for things, toys, books, nature is an important component of the culture of behavior.
Under the guidance of adults, the child's activity acquires purposefulness, meaningfulness, and becomes an important means of education.
It is important to teach children to treat public property as their own personal thing. The teacher explains to the children: “Everything that is in the kindergarten: toys, dishes, furniture, this is yours, mine, ours, common, belongs to all of us. This must be protected, otherwise there will be nothing to play with and to do, and the group will become uncomfortable. " Where this thought is constantly instilled, children quickly acquire strong skills in the correct handling of all the objects around them. The formation of a respectful attitude towards public property is closely related to the education of collectivist traits. Only when in the child's mind the concepts of "I", "mine" gradually, as a result of interaction with peers, expand to the concepts of "we", "ours", he begins to take care of things that belong to others.
It is necessary to teach how to properly handle teaching aids. Correct handling of materials and manuals that are necessary for various classes of drawing, modeling, application, etc., is an important task in preparing a child for school. It is necessary to teach him in a modern way to economically use paper and glue, to use simple and colored pencils, brushes and paints, etc., to keep all this in proper order.
Also, special attention should be paid to the correct handling of the book. The book is one of the treasures of a person's spiritual wealth. Books make us smarter and more mature. Books teach us, amuse and delight us.
By the sixth year of life, children acquire skills that help them organize their activities, prepare everything they need for play, work or creativity; determine your place, so that it is convenient, not to disturb others. If the child is not accustomed to this, then his activity loses focus and depends on chance. If we do not educate the child in time to prepare for the upcoming business, then the absence of this valuable skill will affect in the future, when he becomes a schoolboy. It is useful to clarify that any activity requires some preparation: you have to anticipate what toys or aids will be needed. Remind once again that the child does not start a business until he is sure that everything necessary is prepared.
Older children should be taught to anticipate what and how they intend to do, mentally presenting a plan of their actions. The future student should know the rules that help organize the upcoming activity, its course and completion.
With purposeful upbringing, the child develops a habit of being busy; the ability to independently organize their affairs according to their interests, the ability to do what is necessary, to spend their energy on reasonable activities. These habits are the basis for the preschool development of the organization of the future student.
But the main upbringing value of children's activity, which consists in what is its content, stability and duration, what it teaches, what moral qualities it develops in the child. Adults should guide children's activities: be able to create conditions for a variety of games, work, activities, teach the child the ability to organize their activities; promote his involvement in games, activities, work; if necessary, assist him in the selection and formation of various activities, in expanding its content, in achieving the set goal.
Each type of children's activity (games, work, occupation) creates favorable opportunities for the implementation of certain educational tasks associated with the formation of a culture of behavior of preschoolers. In the game - to form moral feelings, moral consciousness and moral actions, collectivist skills, friendly relations, the ability to follow the game rules, a general plan. In the classroom - the culture of educational activities, the ability to behave in accordance with the rules, discipline, organization, respect for the teacher's word, for the general task. In the process of labor activity - diligence, thrift, accuracy, a sense of responsibility, the ability to act together, rationally use the tool of labor and those skills that ensure the greatest efficiency. In the process of any type of activity, it is necessary to carry out a wide range of educational tasks related to the formation of moral consciousness, moral feelings and habits, which are the basis of cultural behavior.
Leading any kind of activity, adults can influence the child, his moral manifestations, judgments, attitudes towards peers, expand and clarify knowledge, form his attitude towards society, towards people, towards work, towards his duties.
So, in this chapter we examined the concept of a culture of behavior, its constituent components and their essence. We identified the main tasks for the formation of a culture of behavior, their content and relevance. We came to the conclusion that the effective formation of the culture of behavior of older preschoolers is carried out in the unity and integrity of the use of various types of activity (play, work, classes).
1.1.2 The culture of communication of children with adults and peers is a constituent basis of the culture of behavior
Man, as a social being, constantly interacts with other people. He needs the most diverse contacts: intra-family, social, industrial, etc. any communication requires from a person the ability to comply with generally accepted rules of conduct, conditioned by moral norms. Communication of preschool children, first of all, takes place in the family. A child who enters a kindergarten expands his social circle - communication with peers, with the teacher and other employees of the preschool institution is added.
The task of parents and teachers is to educate the child in a culture of communication. A sociable child finds a place in kindergarten faster.
A prerequisite for the all-round development of a child is the presence of a children's society, in which the traits of a new person are formed: collectivism, camaraderie, mutual assistance, restraint, skills of social behavior. Communicating with peers, the child learns to work, engage, and achieve the set goal. He is brought up in life situations that arise as a result of communication with children. Preparing a child for life among adults begins with his ability to build relationships with peers in kindergarten and school. When a child begins to realize that next to him are the same children as him, that his desires have to be commensurate with the desires of others, then a moral basis arises in him for mastering the necessary forms of communication.
The upbringing of a culture of communication is carried out in close connection with the formation of collectivism skills in children. Forming in a child
the desire for communication, adults should encourage even the smallest attempts to play with each other.
It is useful to unite children around things that make them happy, worry, feel a sense of satisfaction, and show goodwill together. In an interesting, eventful life, communication of children acquires special restraint. The educator uses a variety of techniques to help diversify the daily life of children. For example: meet them with a friendly smile in the morning, try to captivate them with an interesting toy. Today he is holding a shaggy bear cub who greets the guys. The morning began cheerfully, and this attitude persists in the children throughout the day. Overwhelmed with impressions, children repeatedly return to the conversation about what surprised and excited them. Communication between them takes place in an atmosphere of friendliness and affability.
Kindergarten pupils have many reasons for communication. A toy theater, a song sung on a walk, a flower-picked bouquet, incentives to share impressions, make you reach out to your peers. The main communication: "child - child", "child - children" - goes on their own motivation, because life in the society of peers puts the pupil in conditions to share something together: to work, play, study, consult, help. In a word, to solve their little things.
The challenge for adults is to guide children's relationships in a way that fosters teamwork skills. It is important to instill in the child an elementary culture of communication that helps him to establish contacts with peers: the ability to negotiate without shouting and quarreling, to politely make a request; if necessary, give in and wait; share toys, talk calmly, do not disturb games with a noisy intrusion. An older preschooler should be able to show courtesy and attention to a comrade, politeness, solicitude, etc. Such forms of communication are easier for a child to learn if adults support, watch how he behaves with playmates, with relatives and people around him. Children, under the guidance of an adult, gain experience of positive communication.
1.1.3. Hygienic education of children as an element of the culture of behavior
From the first days of life, during the formation of cultural and hygienic skills, there is not only the assimilation of rules and norms of behavior, but an extremely important process of socialization, the entry of the baby into the world of adults. The period of early and preschool childhood is the most favorable for the formation of cultural and hygienic skills. Then, on their basis, the development of other functions and qualities is built.
The kid still does not know how to do anything, so any action is given with great difficulty. And you don't always want to finish the job you have started, especially if nothing works. Let the mother or the teacher feed, wash her hands, because it is so difficult to hold the slippery soap when it jumps out of your hands and does not obey. It is very difficult to get up early in the morning, and even get dressed yourself: you need to remember the whole sequence of dressing, be able to button up, tie your laces. If adults are in a hurry to come to the aid of a child at the slightest difficulty, to free him from the need to make efforts, then very quickly. The child will form a passive position: "Fasten", "Tie up", "Put on".
In order to complete the action, get a high-quality result, do everything in the correct sequence, beautifully and accurately, you need to make volitional efforts.
So the quality of the action becomes important for the child, he learns to bring the work started to the end, to maintain the goal of the activity, not to be distracted. And now it is no longer an adult who reminds him of the need for this or that action, but he himself, on his own initiative, performs it, controls its course. At the same time, such volitional personality traits are formed aspurposefulness, organization, discipline, endurance, perseverance, independence.
The implementation of cultural and hygienic skills creates conditions for the formation of the foundations of aesthetic taste.
So, the girl begins to take a closer look at herself, compare how much she has changed when she was combed and tied with bows. It is important that an adult, when performing household processes, unobtrusively draws the child's attention to changes in his appearance. Looking in the mirror, the baby not only reveals himself, but also assesses his appearance, correlates it with the idea of a standard, eliminates sloppiness in his clothes and appearance. Thus, a critical attitude to one's appearance develops, a correct self-esteem is born. The child gradually turns to control over his appearance.
Mastering cultural and hygienic skills is associated with the ethical development of a preschooler. A three-year-old baby can already give a moral assessment to the actions of a person or a hero of a fairy tale. While it is still based on the transfer of the general emotional attitude of the child to the person or character: like it means good, dislike means bad.
At the age of four or five, children begin to develop moral concepts like "good" and "bad." Children attribute to them the actions of other people and on this basis evaluate behavior. It must be remembered that it is difficult for a child to evaluate complex actions, everyday behavior is much easier.
Interconnected with the formation of cultural and hygienic skills, moral feelings are formed and developed. Babies up to three years old experience the pleasure that they first perform actions, first together with an adult, and then independently. At four years old, the child enjoys the correct performance of the action, which is confirmed by the corresponding assessment of the adult. The desire to earn approval, praise is an incentive that prompts the baby to perform an action. And only then, when he realizes that there is a rule behind every action, learns a moral norm, correlates it with an action, he begins to feel pleasure from what he acts in accordance with the moral norm. Now he is happy not that he washed his hands, but that he is neat: "I am good, because I do everything right!"
Children 3 - 4 years old are just beginning to understand the rules of behavior, but they still do not see the moral norms hidden behind them, they often do not refer these rules to another. The educator must remember that the active development of the rules of behavior is evidenced by the appearance of complaints-statements addressed to an adult. The kid notices the violation of the rules by other children and reports it. The reason for such statements by a child is in an effort to make sure that he correctly understands the rules of behavior, to get support from an adult. Therefore, such complaints should be treated with great care. Confirm that the child correctly understands the social requirement, and tell me what to do if he notices a violation.
Chapter 2
Methodology for the formation of a culture of children's behavior
preschool age
2.1. Methodological principles for the formation of a culture of behavior
preschool children
The formation of a culture of behavior is one of the most pressing and complex problems that must be solved today by everyone who is related to children. What we put into the soul of a child now will manifest itself later, will become his and our life. Today we are talking about the need to revive the culture of behavior in society, which is directly related to the development and upbringing of a child before school.
Interest in the problem of shaping the culture of behavior of preschoolers is due to the fact that the educational impact of the family and Russian national culture in the field of education is sharply reduced. Among the most important tasks for preschool educational institutions are the formation of a basic culture of personality and high moral qualities from early childhood.
There are many opportunities for this in kindergarten. In the process of everyday communication with peers, children learn to live in a team, in practice they master moral norms of behavior that help to regulate relations with others. The younger the child, the more influence can be made on his feelings and behavior.
For the development of the child's personality, the formation of a culture of behavior, it is required to adhere to such principles as:
- Consistency. Work on the formation of a culture of behavior should be carried out systematically. The teacher flexibly distributes content throughout the entire process. It is advisable to conduct specially organized classes in the afternoon. As for the unregulated activities of children, these forms of work can be carried out both in the morning and in the afternoon. However, all this does not exclude the teacher's work with children outside the classroom, since it is impossible to pre-identify the entire gamut of spontaneously arising situations and difficulties, and the teacher may be required to provide additional explanations, answers to questions, organizing a play situation, and attracting appropriate fiction.
Reliance on the positive. Teachers are obliged to identify the positive in the child and, relying on the good, develop other, insufficiently formed or negatively oriented qualities, bringing them to the required level and harmonious combination. In the educational process, confrontation, the struggle of the educator with the pupil, the opposition of forces and positions are unacceptable. Only cooperation. Patience and interested participation of the educator in the fate of the pupil give positive results. Experienced educators do not skimp on compliments, generously advance future positive changes. They design good behavior, instill confidence in the successful achievement of high results, trust the pupils, and encourage them in case of failure.
Humanization of the educational process. The principle requires a humane attitude towards the personality of the pupil; respect for his rights and freedoms; presenting feasible and reasonably formulated requirements to the pupil; respect for the position of the pupil, even when he refuses to fulfill the requirements; respect for the human right to be oneself; bringing to the consciousness of the pupil the specific goals of his upbringing; non-violent formation of the required qualities; refusal from corporal and other degrading punishments and dignity of the person; recognition of the individual's right to a complete refusal to form those qualities that, for whatever reason, contradict his convictions.
The unity of educational influences. All persons involved in upbringing acted together, presented the pupils with agreed requirements, walked hand in hand, helping a friend, supplementing and strengthening the pedagogical influence. If such unity and coordination of efforts is not achieved, but counteracts, then it is difficult to count on success. At the same time, the pupil experiences enormous mental overloads, since he does not know who to believe, who to follow, cannot determine and choose the right influences among the authoritative ones. It is necessary to add up the action of all forces.
As a result of the implementation of methodological principles, one can expect that a child can become a harmoniously developed personality, be able to behave with dignity in any environment, understand the meaning and significance of certain rules of the culture of behavior. To be able to talk affably with each other, with adults, to communicate politely with peers, to be able to fairly evaluate their actions and the actions of their peers, to be benevolent, honest, fair.
An important feature of the content of the methodological principles is a close connection with the child's real life, his social and emotional experience. Therefore, in addition to specially organized classes, you can use a variety of situations that arise in the process of interaction of children (in other classes, in the game, on a walk, at home), in order to enrich the program content of the classes and develop the social competence of children.
2.2. Fostering a culture of behavior in children
preschool age
From early childhood, a child enters into a complex system of relationships with people around him (at home, in kindergarten, etc.) and gains experience of social behavior. To form behavioral skills in children, to bring up a conscious, active attitude to the assigned work, partnership, you need to start from preschool age. There are many opportunities for this in kindergarten. In the process of everyday communication with peers, children learn to live in a team, in practice they master moral norms of behavior that help to regulate relations with others. Working with children, educators pay great attention to the formation of their behavior in the classroom, in games, at work and do not sufficiently assess the possibilities of everyday everyday activities, often passing by those pedagogical values that are fraught with the daily life of a preschool institution.
Due to the fact that children attend kindergarten for years, it becomes possible to exercise them in good behavior many times, and this contributes to the development of habits.
Every day, children say hello and goodbye, clean up after the game
toys, wash, dress for a walk and undress. Daily
the child has to carefully hang clothes, put on shoes, etc. In
in all these situations, children not only practically master various
skills and abilities, but also master certain norms of behavior
vpeer group. In teaching children to greet their comrades, the teacher also uses the morning arrival at kindergarten and meetings during the day with a friend, headmaster, music director, cook, etc. Repeated exercises help the child to realize the general rule: "You need to greet everyone you saw for the first time on this day." This constant connection forms a positive habit in children. It also matters how the children say "Hello" or "Good morning", because the external form of politeness expresses respect and a benevolent attitude towards others. Some greet willingly and affably, others only after a reminder, and still others do not greet at all or greeted reluctantly. However, one should not consider every case of friendliness as a fact of manifestation of impoliteness. It's better to figure out why the child didn't say hello and help him cope. Children often greet formally, not understanding the meaning of this rule. For example: a boy enters a group and immediately goes to the toys. The teacher reminds the boy to say hello first. The child replies: "I already said hello there ..." and points to the door with his hand. This indicates that the boy does not understand why one should greet each other at the entrance. The teacher explains that, when greeting, people wish each other good health and good mood. Only in the unity of moral knowledge and behavior can the tasks of moral education of preschoolers be solved. The example of adults - kindergarten staff and parents - is also important - their friendliness and benevolence are passed on to children when they meet.
Each type of children's activity (games, work, occupation) creates favorable opportunities for the implementation of certain educational tasks associated with the formation of a culture of behavior of preschoolers.
In the game, to form moral feelings, moral consciousness and moral actions, collectivist skills, friendly relations, the ability to follow the game rules, a general plan; in the classroom - the culture of educational activities, the ability to behave in accordance with the rules, discipline, organization, respect for the teacher's word, for the general task; in the process of labor activity - diligence, thrift, accuracy, a sense of responsibility,the ability to act together, rationally use the tool and those skills that provide the greatest efficiency. In any kind of process
activities need to carry out a wide range of educational tasks related to the formation of moral consciousness, moral feelings andhabits that are the basis of cultural behavior.
The formation of CGN coincides with the main line of mental development at an early age - the formation of instrumental and correlating actions. The former presuppose the mastery of an object-tool, with the help of which a person acts on another object, for example, eats soup with a spoon. With the help of correlating actions, objects are brought to the appropriate spatial positions: the baby closes and opens the boxes, puts the soap in the soap dish, hangs the towel by the loop on the hook, fastens the buttons, laces up the shoes. Adults should remember this and create appropriate conditions: there must be hooks in the bathroom (toilet) room, shelves located at a level convenient for the child, there should be loops on the towels, etc.
In the process of mastering the CGN, they generalize, break away from the subject corresponding to them and are transferred to a game, imaginary situation, thereby influencing the formation of a new type of activity - a game. In games, the child reflects (especially at first) everyday actions, primarily because they are familiar to him and have been repeatedly performed in relation to him. The play actions of children of this age are maximally developed. So, if at five or seven years old a child can replace an action with a word, for example, "have already eaten", then at an early age he diligently feeds the bear with the first, second and third courses. To speed up the formation of the CGN, it is necessary to remind the child in the process of games: "You always wash your hands before eating. Have you forgotten to wash your daughter's hands?" Thus, the mastered CGN enrich the content of children's games, and the games, in turn, become an indicator of the CGN mastering.
CGNs are not only related to the game. They are at the heart of the first type of work available to a child - self-service work. The kid learned to put on a dress, tights, shoes and begins to master the sequence of dressing: what comes first, what then. At the same time, the formed skills are combined, forming a scheme of actions in situations of dressing, washing, going to bed, etc. That is, there is an enlargement of the units of action when the baby is no longer working with one element, but with their group. Gradually, labor actions are combined into complex forms of behavior. At the same time, he transfers the attitude towards himself to the attitude towards objects, begins to monitor the purity not only of his appearance, but also of his things, of order.
Thus, it can be argued that the formed CGNs ensure the transition to more complex types of activity, stimulate their development, and enrich the content.
An integral part of the lessons is the game, staging, dramatization, performance. I use various methodological techniques: conversations, didactic games, game exercises, game situations, reminders, instructions, reading fiction. In the classroom, methods prevail that give the child the opportunity to act and decide for himself: "Goldfish", "Flower - seven-flower", "Continue the sentence", "If I were a magician."
There are, of course, results, and they are significant. The group has an atmosphere of friendliness and mutual respect. The guys have become more polite and more fun. They understand and perceive well the lessons of goodness and cultural behavior. They try to resolve conflict situations themselves, if they arise.
The guys play for a walk. Everyone is running and laughing. Vanya accidentally pushed Alina. The girl fell down and cried. Vanya stops, goes up to Alina, helps her up and apologizes.
Entering the room, the boys try to let the girls and adults pass first, and then they themselves come in, if anyone forgets, they remind them.
Girls play with toys brought from home. Anya is sitting on the bench alone. Dasha takes her hand, gives her one of her toys and invites her to play.
Each child has learned a rule-poem on a specific topic and reads when the moment is appropriate. With repeated repetition, children generally memorize all the basic rules. For example: if someone is awake and disturbs others, children say:
Even if you are awake,
Then lie down, do not make noise.
Don't disturb your friend to sleep
And rest in peace.
Talking at the table:
You do not know? At the table
You have to eat with your mouth closed
Don't rush, don't speak
Do not litter crumbs on the floor.
And they even remember proverbs and sayings: "Bread is the head of everything," "When I eat, I am deaf and dumb," etc.
Pasha is playing in the dressing room, everyone is dressing. Children say to him: "He who dresses for a long time, he walks a little", "Seven do not wait for one", "Who talks a lot, he slowly dresses." Children remember and themselves come up with proverbs for certain actions of children.
Fairy tales are of great importance, they contain folk wisdom. The fairy tale does not give direct instructions to children (such as “Do not leave home without permission”, “Obey your parents”, “Respect your elders”), but its content always contains a lesson that they gradually perceive, repeatedly returning to the text of the fairy tales.
For example, the tale "Turnip" teaches younger preschoolers to be friendly, hardworking; fairy tales "Teremok", "Winter animals" teach to be friends. Fear and cowardice are ridiculed in the fairy tale "Fear Has Large Eyes", cunning in the fairy tales "Fox and Blackcock", "Fox-Sister and Gray Wolf", "Fox and Crane", etc.
We read a lot of works of authorship: S. Marshak, A. Barto, K. Chukovsky, S. Mikhalkov, V. Oseeva, L. Tolstoy, G. Oster, E. Charushin,
etc.................
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Introduction
Chapter II. An experimental study of the formation of a culture of behavior in older preschool children in a role-playing game
2.1 Identification of the levels of formation of the culture of behavior in older preschool children
2.2 Implementation of the system of work on the formation of a culture of behavior in older preschool children in a role-playing game
2.3 Analysis of research results
Conclusion
Bibliographic list
Applications
Introduction
The culture of behavior is an important part of the general culture of a person. The culture of behavior, the culture of human relations, the communication of people with each other plays an important role in the life of every person.
The cardinal socio-economic transformations of modern society pose the problem of the formation of a culture of behavior in preschoolers with particular acuteness. Interest in the problem of forming a culture of behavior in older preschool children is due to the low educational potential of the family. Among the most important tasks for preschool educational institutions are the formation of a basic culture of personality, moral qualities and a culture of behavior from early childhood.
The formation of a culture of behavior in children is one of the urgent problems of science and practice. The problem under study is reflected in the fundamental works of A.M. Arkhangelsky, N.M. Boldyreva, N.K. Krupskaya, A.S. Makarenko, S.G. Yakobson, L.I. Bozovic, A.M. Vinogradova, S.N. Karpova and others. Their works reveal the essence of the basic concepts of moral education, determine the methods and techniques of moral education of preschoolers.
The work of E.K. Suslova, V.G. Nechaeva, R.S. Bure, L.F. Ostrovskaya, S.V. Peterina and others. There are works that analyze the pedagogical heritage of writers, prominent scientists and educators who made a significant contribution to the development of the problem of forming a culture of behavior in children (T.I. Kogachevskaya, R.N. Kurmankhodzhaeva, T.V. etc.).
For the successful upbringing of a culture of behavior in preschool children, appropriate pedagogical conditions are necessary. This problem has been considered by many researchers (SV Peterina, VG Nechaeva, TA Markova, RI Zhukovskaya, SA Kozlova, GN Godin, EG Pilyugina, etc.).
One of the effective methods of forming a culture of behavior in preschool children is a role-playing game. The use of role-playing games in the upbringing of preschool children was studied by such scientists as D.V. Mendzheritskaya, A.P. Usova, N. Ya. Mikhailenko and many others. Educational moments of play activity are revealed by such researchers as A.K. Bondarenko, A.I. Matusik, S.L. Novoselova, E.V. Zvorygina, E. Smirnova and others.
Currently, most of the studies on the formation of a culture of behavior refer to adolescence and primary school age. Data on the preschool age are underrepresented. As the analysis of the literature shows, a comprehensive study of the ways of forming and cultivating a culture of behavior in various types of activities of preschool children has not been carried out, in which the decisive role would be assigned to the role-playing game - the leading activity of this age period. The present study was undertaken with the aim of filling this gap.
Despite the versatility and vastness of research on this problem, the possibilities of plot-role play have not been sufficiently disclosed as a powerful means of forming a culture of behavior in older preschool children.
At present, it is possible to identify a contradiction between the objective need of society in the upbringing of a person who owns the culture of behavior and the insufficient development of the problem of upbringing the culture of behavior of preschoolers in a role-playing game in a preschool educational institution. The revealed contradiction leads to the problem of research: what are the possibilities of plot-role play in the formation of a culture of behavior in older preschool children?
All of the above determines the relevance of this problem, and its insufficient scientific elaboration determined the choice of the topic of our research "Formation of a culture of behavior in older preschool children."
Purpose of the study: to substantiate theoretically and experimentally to test the effectiveness of using role-playing games as a means of forming a culture of behavior in older preschool children.
Object of research: the formation of a culture of behavior in preschool children.
Subject of research: plot-role play as a means of forming a culture of behavior in older preschool children.
The hypothesis of the research is that a plot-role-playing game will act as an effective means of forming a culture of behavior in older preschool children under the following pedagogical conditions, if the teacher:
Carries out preliminary work with children on the formation of knowledge about the culture of behavior;
Engaging in children's play, demonstrates examples of cultural behavior;
Organizes situations that require children to display cultural behavior.
In accordance with the goal and hypothesis of the study, the following tasks have been identified:
1. To study the psychological and pedagogical literature on the research problem;
2. Determine the essence of the concept of "culture of behavior of preschool children";
3. To reveal the possibilities of role-playing games as a means of forming a culture of behavior in older preschool children;
4. To reveal the levels of formation of the culture of behavior in older preschool children;
5. To develop and implement a system of work on the formation of a culture of behavior in older preschool children in a role-playing game.
The research methodology was based on:
Regulations on the upbringing of a culture of behavior in preschool children, reflected in the works of T.I. Babaeva, S.V. Peterina, I.N. Kurochkina, O.V. Zashchirinskaya, L.F. Ostrovskaya and others;
The position of V.A. Slastenin, which considers the culture of behavior through such components as the culture of communication, culture of speech, etc .;
The concept of the development of role-playing games during preschool childhood N.Ya. Mikhailenko, N.A. Korotkova.
To solve the set tasks, the following research methods were used:
Theoretical - analysis of psychological and pedagogical literature on the research problem;
Empirical - observation, conversation, the “Finish the sentence” technique (IB Dermanova), the “Subject pictures” technique (SD Zabramnaya);
Interpretive methods: quantitative and qualitative analysis of research results.
Theoretical significance of the study: the study allows to expand and clarify knowledge about the formation of a culture of behavior in older preschool children, using a role-playing game.
Practical significance of the research: a system of work on the formation of a culture of behavior in older preschool children in a role-playing game has been developed and tested. This system can be used in pedagogical work by educators of preschool educational institutions. The materials of the diploma research can be used by students in preparation for seminars and practical classes.
Base of research: MBDOU kindergarten "Sun", with. Idrinskoe experimental group (22 children of the older group "Vasilek") and the control group (22 children of the older group "Romashka").
The structure of the thesis: the thesis consists of an introduction, two chapters, a conclusion, a bibliography and annexes.
Chapter I. Theoretical Foundations of the Problem of Forming a Culture of Behavior in Older Preschool Children in a Role-Playing Game
1.1 Researchers' approaches to the problem of forming a culture of behavior in preschool children
The eternity and urgency of the problem of moral education of children is indisputable. Questions about the decisive role of moral education in the development and formation of the personality have been recognized and posed in pedagogy since ancient times. Its roots go back to Ancient Greece, where the ideal person was considered to be one who is beautiful in physical and moral terms.
Many centuries later, Ya. A. Komensky, in his treatise "The Instruction of Morals", quoted the saying of the ancient Roman philosopher Seneca: "Learn first good morals, then wisdom, for without the former it is difficult to learn the latter." In the same place, he quoted a popular saying: "He who succeeds in the sciences, but lags behind good morals, is more behind than he is in time."
Working out the issues of pedagogy, Johann Herbert brought moral education to the fore. It is noteworthy that, advocating for instilling in children obedience, discipline and uncomplaining submission to the authority of the authorities, he wrote: "The single task of upbringing can be fully expressed in just one word - morality."
L.N. Tolstoy highly appreciated moral education and believed that of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible.
However, among the classical teachers of the past, K.D. Ushinsky. In his article "On the moral element in education" he wrote: "We are convinced that morality is not a necessary consequence of learning and mental development, we are still convinced that moral influence is the main task of education, much more important than the development of the mind in general. , filling the head with knowledge ... ".
Modern teachers and psychologists pay great attention to the issues of moral education. As studies by O.S. Bogdanova, L.R. Bolotina, M.A. Besova, V.V. Popova, L.I. Romanova, the effectiveness of moral education largely depends on the correct organization of the collective activity of children, on the skillful combination of it with methods of persuasion, the accumulation of positive moral experience. In their works, scientists emphasize the importance of educating the moral feelings of the child, the development of moral relations.
Preschool childhood is an important period in the development of a culture of behavior. According to V.G. Nechaeva and V.I. Loginova, this is facilitated by high children's susceptibility and suggestibility. The words of the outstanding teacher A.S. Makarenko: “The cultural education of a child should begin very early, when the child is still very far from literacy, when he has just learned to see, hear and speak well.”
The work of E.K. Suslova, V.G. Nechaeva, R.S. Bure L.F. Ostrovskaya, SV. Peterina, etc.
Currently, people strive to create a legal society with a high culture of relations between people, which will be determined by social justice, conscience and discipline. Such a society necessitates the moral education of everyone. Morality in society is supported by the power of public opinion, the expression of public assessment of the moral and immoral actions of the individual.
Both the rule and the norm are an established order of actions, relations. But the rule has a particular and narrower meaning. The rule can be single, referring to a certain situation, to a certain object: the rule of using the object, the rule of behavior at the table, etc. The norm is more generalized, it characterizes the general direction of relations and behavior and is concretized in the rules. For example, the teacher introduces the children to the rules: when we sit down for the lesson, the chairs must be moved quietly; you should not play noisy games if someone is resting nearby; if a guest has entered the group, you must offer him to go and sit down - all these are the rules. They concretize the norm - to be attentive and caring in relation to the people around you.
In older preschool age, children develop a more flexible attitude towards the implementation of the rules, the desire to understand them. Moreover, older preschoolers are already beginning to understand the ambiguity of the application of the same rule in different situations, they are able to see the inconsistency of some rules (is it always necessary to help a friend; is it always the fault of the one who fought; is the complaint to the educator always trickery, etc.) ). It is very important that children are intelligent and even creative in following the rule and the norm. The imperative function of the norm should from the very beginning act not as a dogma, but as a necessary, consciously accepted condition.
A necessary condition for the successful mastering of moral norms in older preschool age is the organization of the practice of behavior. This refers to exercises, joint activities, where the acquired rules could, under appropriate conditions, turn into a norm of behavior for each child and the entire group. The formation of the culture of behavior of senior preschool age is clearly manifested in attitudes towards: surrounding people, peers and adults, nature, oneself, etc.
In the context of the formation of collective relationships, the problem of fostering a culture of behavior should also be considered. Of course, the culture of behavior is not limited to "children's society". It is realized in relationships with adults, but in a child's communication with peers it plays a more multifaceted role. If a child is polite and friendly with adults, ready to help and cooperate with them, this always causes a positive reaction in them.
A similar behavior towards peers can cause, oddly enough, the opposite reaction: sometimes children are surprised by the "too educated" child, they may even laugh at his good manners. This means that the upbringing of a culture of behavior and relationships should, on the one hand, presuppose and include teaching the norms and rules accepted in society, as well as the forms of their expression in words, facial expressions, gestures, actions, on the other hand, it should be focused on that social environment in which they will be used.
Of course, the main thing in relationships between people is their true attitude towards each other, sincerity, benevolence, willingness to empathize and help. But it is also important in what form a person shows his sincere attitude to other people. External forms of expression may turn out to be inadequate to the internal state. It also happens the other way around - the forms of communication are pleasant, respectful, but in fact, a person experiences completely opposite feelings towards the object of communication.
The tasks of fostering a culture of behavior in the "Program of education and training in kindergarten" are considered as an integral part of moral education and they are formulated in the form of very specific requirements: instilling in children the necessary hygiene skills, a culture of actions in various situations and positive relationships in different activities; education of certain elements of moral consciousness and moral feelings, which should be formed in children with their gradual acquaintance with the world around them; the formation of elements of labor education.
So, we can conclude that preschool age is the period of the initial formation of a personality. Numerous psychological and pedagogical studies confirm that it was during these years, under the condition of purposeful upbringing, that the foundations of the moral qualities of the individual were laid. And one of the main tasks of the moral education of children of senior preschool age is the upbringing of a culture of behavior.
In the next paragraph, we will consider the essence and characteristics of the concept of the culture of behavior of older preschool children, as well as the criteria and indicators of the formation of the culture of behavior in older preschool children.
1.2 The essence and characteristics of the concept of culture of behavior of older preschool children
There are many definitions of the concept of "culture of behavior". So, for example, in the philosophical dictionary, the culture of behavior is a set of forms of everyday human behavior (in work, in everyday life, in communication with other people), in which the moral and aesthetic norms of this behavior find external expression.
In the pedagogical dictionary, the culture of behavior is defined as a set of formed, socially significant qualities of a person, everyday actions of a person in society, based on the norms of morality, ethics, and aesthetic culture.
V.A. Slastenin considers the culture of behavior through such components as the culture of communication, culture of speech, culture of appearance and everyday culture.
T.I. Babaeva gives the following definition: the culture of behavior is a broad, multifaceted concept that reveals the essence of moral norms in the system of the most significant, vital relations to people, to work, to objects of material and spiritual culture.
SV Peterina considers the preschooler's culture of behavior as "a set of stable forms of everyday behavior useful for society in everyday life, in communication, in various types of activity." The culture of behavior is not limited to formal observance of etiquette. It is closely related to moral feelings and beliefs and, in turn, reinforces them.
I.N. Kurochkina defines the culture of behavior as a set of forms and methods of behavior that reflect the moral and aesthetic norms adopted in society.
Our research is based on the definition of “culture of behavior” given by S.V. Peterina. A culture of behavior is a set of sustainable forms of everyday behavior useful for society in everyday life, in communication, in various activities.
The active mental development of an older preschooler contributes to the formation of a higher degree of awareness of behavior in comparison with the middle preschool age. Children 6-7 years old begin to understand the meaning of moral requirements and rules, they develop the ability to foresee the consequences of their actions. Behavior becomes more focused and conscious. Opportunities are created for the formation in children of responsibility for their behavior, elements of self-control, organization. At preschool age, children accumulate the first experience of moral behavior, they develop the first skills of organizational and disciplined behavior, skills of positive relationships with peers and adults, skills of independence, the ability to occupy oneself with interesting and useful activities, maintain order and cleanliness of the environment.
S. V. Peterina identifies 4 groups of rules of conduct:
Cultural and hygienic rules;
Communication culture rules;
The rules of the culture of activity;
General rules of morality.
The culture of activity is manifested in the behavior of the child in the classroom in the games, while performing work assignments.
To form a culture of activity in a child means to cultivate in him the ability to keep in order the place where he works, studies, plays; the habit of completing the work started, taking care of toys, things, books.
Children on average, and especially in older preschool age, must learn to prepare everything they need for classes, work, and select toys in accordance with the game concept. An important indicator of the culture of activity is a natural craving for interesting, meaningful activities. Ability to value time. In older preschool age, the child learns to regulate his activities and rest, quickly and orderly perform hygiene procedures, morning exercises. This will be a good basis for the formation of his skills in the effective organization of work.
The culture of communication provides for the child's compliance with the norms and rules of communication with adults and peers, based on respect and goodwill, using the appropriate vocabulary and forms of address, as well as polite behavior in public places, everyday life.
The culture of communication involves the ability not only to act in the right way, but also to refrain from actions, words, gestures that are inappropriate in a given situation.
The culture of communication necessarily presupposes a culture of speech. A.M. Gorky considered concern for the purity of speech an important weapon in the struggle for the general culture of man. One of the aspects of this broad issue is the cultivation of a culture of verbal communication. The culture of speech assumes that a preschooler has a sufficient stock of words, the ability to speak, while maintaining a calm tone.
Cultural and hygienic skills are an important part of cultural behavior. The need for neatness, keeping the face clean. Hands, body, hairstyles, clothes, shoes are dictated not only by the requirements of hygiene, but also by the norms of human relations. Children should understand that following these rules shows respect for others, that it is unpleasant for anyone to touch a dirty hand or look at untidy clothes.
Man, as a social being, constantly interacts with other people. He needs the most diverse contacts: intra-family, social, industrial, etc. Any communication requires from a person the ability to comply with generally accepted rules of behavior, conditioned by moral norms. Communication of preschool children, first of all, takes place in the family. A child who enters a kindergarten expands his social circle - communication with peers, with the teacher and other employees of the preschool institution is added. The task of parents and teachers is to foster a child's culture of communication.
What are the most important moral qualities that adults want in children?
Politeness - it adorns a person, makes him attractive, evokes a feeling of sympathy among others. “Nothing is as cheap or valued as much as courtesy. It is impossible to imagine human relationships without it. The politeness of children should be based on sincerity, benevolence, and respect for others. Politeness acquires a price if it is manifested by a child at the behest of the heart. "
Delicacy is the sister of politeness. A person endowed with this quality will never cause inconvenience to others, will not give a reason to feel his own superiority with his actions. The makings of delicacy come from deep childhood.
Helpfulness. It is necessary to seek from children so that courtesy, attention, help to others are manifested in them from good motives.
Modesty - this moral personality trait is an indicator of true upbringing. Modesty is accompanied by respect and sensitivity to people and high demands on oneself. It is necessary to form skills in children.
Sociability. It is based on the elements of benevolence, friendliness to others - indispensable conditions in the development of a culture of relationships in children. A child who experiences the joy of communicating with peers will readily give up the toy to a friend, just to be close to him, for him to show goodwill is more natural than impudence, harshness. These manifestations are the sources of respect for people. A sociable child finds a place in kindergarten faster.
So, the upbringing of a culture of behavior in preschoolers is a continuation and one of the aspects of the work on the upbringing of a humane attitude towards people, which manifests itself in collective relationships.
Thus, the culture of behavior is such qualities that are an indicator of a person's attitude to his work, people, society and testify to his social maturity. Their foundations are laid in childhood, and then continue to develop and improve. In the preschool period, the child masters the skills of a culture of actions with objects in games, work, in the classroom, that is, in the process of activity. In the content of the culture of behavior of older preschool children, the following components can be conditionally distinguished: culture of activity, culture of communication, cultural and hygienic skills and habits.
1.3 Methods and techniques for the formation of a culture of behavior in older preschool children in a preschool educational institution
A culture of behavior helps a person communicate with others, provides him with emotional well-being and comfortable well-being. The child receives the first ideas about the norms of behavior adopted in society in the family and in kindergarten. The child knows a lot about the world around him from his parents and from his own observations, the task of the educator is to expand and correct this knowledge, bring it into the system generally accepted in society.
In the upbringing of a culture of behavior, the importance of the moral aspect is high, therefore, it is necessary to constantly draw the attention of children to it. Respect for the child's personality, understanding, friendliness and trust create the best conditions for the formation of etiquette behavior. It is advisable to address children by name, and to teach them to address by name and patronymic. Experiencing the joy of communicating with the teacher, children always expect a meeting with him, believe in the correctness of his words.
The necessary attitude is created by the jointly developed order of behavior in the group, in the lesson, in which the basic rules are the following: empathize, show friendly participation and patience; accept others kindly; not refuse to participate in games and exercises; do not be ashamed of your ignorance and inability; not to be afraid to make mistakes; do not laugh at others. It is very important to introduce into the child's consciousness the need to understand his place in the world, since there is no complete equality between father and son, old and young, educator and preschooler. The first has experience, knowledge, position priority and much more. The second is just beginning life, starting to study it. He can become equal to the first, having done a huge, serious and difficult work on himself. Awareness of their place does not at all mean that the former disrespect the latter, do not take into account their opinions, do not listen to their wishes.
The basis of the development of society consists in the interaction of those and others, their mutual understanding of mutual assistance. This awareness occurs both in the family and in the kindergarten group. The formation of the foundations of behavioral culture goes through a kind of cycle, which includes: a) knowledge of the etiquette rule; b) understanding of its rationality and necessity; c) the ability to apply it pragmatically; d) emotional experience from its implementation.
It is important that the child, having become acquainted with a particular behavioral requirement, distinguishes good from bad. Having passed this cycle, they again return to the studied rule, but at a higher level. To foster a culture of behavior, the following conditions are necessary:
1. Positive attitude. It is impossible to forget or offend any of the pupils, for which names are used, praise, prizes and other teaching methods that captivate children.
2. An example of adults, first of all an educator. The child observes and evaluates adults. It is advisable to always assess your behavior from the standpoint of evidence of rationality, the need to observe etiquette, to comply with his own instructive words, the teacher's actions should be aimed at achieving the main goal - creating the development of the child's personality in a creative, benevolent, friendly environment.
3. Communication with the family is a necessary condition for maintaining the unity of requirements and continuity of upbringing. The common goal of the family and the kindergarten is a well-mannered, cultured and educated person.
The mother tongue plays an important role in teaching and developing a behavioral culture. Teaching correct, beautiful behavior also contributes to the speech development of the pupil. For this purpose, it is necessary to expand the range of ethical and behavioral concepts in the child, which is achieved with the help of vocabulary work.
The upbringing of a culture of behavior from the standpoint of modern etiquette is carried out in compliance with pedagogical and etiquette principles. The upbringing of children is carried out in the process of activity, with the unity of the requirements of the educator and parents; pedagogical guidance is combined with the development of children's initiative and amateur performance, the age and individual characteristics of children are taken into account.
The principles of teaching: scientific, encyclopedic, visual, systematic, conscientiousness and activity of children, the strength of teaching, individualization of the development of pupils.
Principles of etiquette: rationality and necessity of behavioral rules, benevolence and friendliness, strength and beauty of demeanor, absence of trifles, respect for national traditions.
The main methods of pedagogical influence on children:
1. Habituation: children are given a certain pattern of behavior, for example at the table, while playing, in conversation with elders or peers. It is necessary not only to show, but also to control the accuracy of the implementation of this or that rule.
2. Exercise: this or that action is repeated many times, for example, correctly taking a knife and a fork in hand, cut a piece of meat or sausage. A child's awareness of the need and reasonableness of such use of cutlery should be sought.
H. Parenting situations: create conditions in which the child is faced with a choice, for example, use a fork and knife or one fork.
4. Encouragement: carried out in various ways, activates preschoolers to learn, to choose the right behavioral step.
5. Punishment: applied extremely rarely; punishment leading to pain and physical suffering is not used; condemnation by the educator and other children of a negative act is aimed at the emergence of a desire to do well.
6. An example to follow: is a kind of visual image and is necessary for the child. They can be an educator, parent, acquaintance, an adult or child, or a literary (fairytale) hero.
7. Variety of verbal methods: helps a more conscious study of behavioral rules, but when applying them, boring moralization and notation should be avoided. Telling a real or fabulous story creates an emotional perception of behavioral rules.
8. Explanation: it is necessary not only to show the story, but also to explain how and why one should act in a given situation.
9. Conversation: helps to find out the level of children's knowledge of norms and rules of behavior. It is more reasonable to conduct it in a small group of 5-8 people, in which each child can express their opinion. Knowing the children's abilities to conduct a conversation, their views, beliefs and habits will help the teacher build it correctly.
In the senior preschool age, the formation of the moral qualities of the individual and the habits of cultural behavior is actively continuing. The content of the pedagogical process at this stage is the upbringing of respect for family and friends, attachment of respect to educators, a conscious desire to please elders with good deeds, and a desire to be useful to others. In children of the older group, it is necessary to actively and consistently form friendly relationships, the habit of playing and studying together, the ability to obey requirements, in their actions to follow the example of good people, a positive, heroic character of famous works of art.
In the moral upbringing of the older preschooler, the upbringing of a culture of communication continues to occupy an important place. The formation of respect for others, benevolence, strong-willed qualities, restraint occurs in a team of peers. The team plays an increasing role in the life of children, the relationship of children is becoming more complicated.
An effective method for clarifying the systematization of the moral ideas of older preschoolers is ethical conversation. Such conversations should organically be included in the system of diverse methods of education.
The influence of the moral consciousness of the older preschooler on the self-regulation of his behavior is not yet great. But at this age, the child is still able to evaluate his behavior on those around him. Therefore, the topics of ethical conversations must necessarily include concepts that are leading for this age group. "My mother", "My family", "Kindergarten", "My comrades", "I'm at home" and many others. etc. It is important that the content of the listed leading and complementary topics must be linked to the entire content of the pedagogical process. Without which, the effectiveness of moral education cannot be ensured, and they also help to systematize and generalize the ideas about morality that children acquired while in previous groups.
Ethical conversations, their results should be directly manifested in the practice of behavior, actions of children in various situations. This is very important for consolidating the results of pedagogical influence.
A role-playing game plays a huge role in the formation of a culture of behavior in children. Fascinating in the plot, rich in content, games cause a desire to unite, form an interest in joint games, make them use the most rational techniques to resolve difficulties that arise and establish the right relationships.
1.4 Role-playing game as a means of forming a culture of behavior in older preschool children
Play is one of the most effective means of forming a culture of behavior. She, as a way of knowing the world around him, gives the child in a vivid, accessible and interesting form an idea of how it is customary to behave in a given situation, makes him think about his behavioral manners. We must not forget about the disciplining value of the game, since compliance with the established discipline is an important condition for the implementation of the etiquette rule. For these purposes, a wide variety of types of games are used. For example, in outdoor games, which are mainly used to solve physical education problems, children compete: who will run around the kindergarten faster, who will throw the ball further. But the element of life necessarily intervenes in an organized game. One ran and fell, the other is in a hurry to defeat everyone, the third also wants to be the first, but stopped to help the fallen one. The most important ethical aspect underlies the behavior of the child. In such a situation, we once again make it clear to the child: the moral principle lies at the heart of etiquette behavior.
During the music lesson, music games are held. Children lead a round dance. The teacher again pays attention to the rules of etiquette, but does it unobtrusively.
In games with building materials, when children are busy building architectural structures (houses, bridges, etc.), there are also rules of behavior. The teacher praised the builders. How did he do it? What words and intonations? What was his facial expression? Are all the children happy when they hear the praise of their comrade? Children watch the teacher every minute, even when they are busy with what they love and learn from him certain behavior.
Theatrical games play a huge role in the formation of a culture of behavior. For example, they are preparing a production of the fairy tale "The Turnip" with children. In the course of its analysis, attention is paid to the culture of behavior in the family. The whole family and pets, and even a little mouse went up to one common cause to help the grandfather - the breadwinner, pull out the turnip.
Traditional folk games are good not only because the child perceives the primordial Russian speech, receives information from the history of our people. He also realizes that all folk culture is based on folk customs and traditions. For example, the game "Boyars, and we have come to you." The beautiful Russian text gives the children information that there were boyars in the past; at all times people went to visit, received them with joy; in Russia there was a custom of choosing a bride. They play together and amicably, strive for the victory of their team, but do not offend the representatives of the other.
During classes, in other regime moments, didactic games are organized, the main goal of which is the development of the child. They are good at working out the rules and norms of the culture of behavior. Tasks can be very diverse. But, no matter how fascinated the children are with the game, they do not lose their sense of reality. Becoming a participant in a joint game, the child is faced with the need to coordinate his intentions and actions with his comrades, to obey the rules that are established in the game and before the game.
The child gradually begins to highlight the "semantic and guiding meaning of the rules," instead of personal motives, public ones appear. The content of the game determines the degree of increase in the level of organization of children and the level of relationships of joint games.
Role-playing game is the main type of the preschool child's game. The main features of the game are inherent in it: emotional saturation and enthusiasm of children, independence, activity, creativity. The first story games are played as roleless games or games with a hidden role. The actions of children acquire a plot character and are combined into a chain that has a vital meaning. Actions with objects, toys are carried out by each of the players independently. Joint games are possible with the participation of an adult.
Domestic game theory was formed under the influence of the views on the game of outstanding teachers N.K. Krupskaya and A. S. Makarenko.
In a number of works by N.K.Krupskaya, the great importance of play in raising a child is emphasized. She has repeatedly expressed the idea of the special place of play in the life of preschool children. “For children of preschool age, games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. A game for preschoolers is a way of learning about the environment. " She believed that the game fully meets the needs of a preschool child in movements, instills in him such qualities as cheerfulness, activity, vivid imagination, inquisitiveness. At the same time, she considered play as the main means of education and demanded that the life of the kindergarten be filled with a variety of games and fun necessary for the health of children and their correct development. She repeatedly reminded that games strengthen the skeleton of a child, develop muscles, sense organs; in games, the accuracy of the eye, dexterity and strength of movement are brought up.
The ideas of N.K. Krupskaya were developed and implemented in practice by the outstanding Soviet teacher A.S. Makarenko (1888-1939). He attached great importance to play in the upbringing of a child: “What is a child in play,” he said in Lectures on parenting, “this is in many ways he will be in work when he grows up. Therefore, the upbringing of the future doer takes place primarily in the game. " In a child's life, play has the same meaning as work and service for an adult. The game educates those physical and psychological skills that will be necessary for work: activity, creativity, the ability to overcome difficulties, etc. These qualities are brought up in a good game, in which there is "working effort and effort of thought", and "play without effort, play without vigorous activity - always a bad game. "
According to A.S. Makarenko, the management of children's games is aimed at: 1) establishing the correct relationship between play and work in a child's life; 2) to educate physical and psychological qualities in the game,
Play as a reflective activity is a secondary stage in the child's cognition of reality. However, in the role-playing game of knowledge, the child's impressions do not remain unchanged: they are replenished and refined, qualitatively changed, transformed. This makes play a form of practical knowledge of the surrounding reality.
Role-playing game is a creative game of preschool children in a developed form, represents an activity in which children take on the roles of adults and in a generalized form in specially created game conditions reproduce the activities of adults and the relationship between them.
The main feature of the role-playing game is the presence of an imaginary situation in it. An imaginary situation consists of the plot and the roles that children take on during the game, includes a kind of use of things and objects.
The plot of the game is a series of events united by life-motivated connections. The plot reveals the content of the game - the nature of those actions and relationships that connect the participants in the events.
The role is the core of the role-playing game. More often than not, the child takes on the role of an adult. The presence of a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf: appropriately using certain objects (driving a car like a driver; puts a thermometer like a nurse), enters into various relationships with other players (punishes or caresses the daughter, examines the patient, etc.). The role is expressed in actions, speech, facial expressions, pantomime.
Children are selective about the role: they take on the roles of those adults or children (older, and sometimes peers), whose actions and actions made the greatest emotional impression on them, aroused the greatest interest. Most often it is a mother, educator, teacher, doctor, pilot, sailor, chauffeur, etc. The child's interest in a particular role is also associated with the place that this role occupies in the unfolding plot of the game, in which relationships - equality, subordination or control - a player enters with others, who has taken on one or another role.
In the plot, children use two types of actions: operational and visual - "as if". Along with toys, various things are included in the game, while they are given an imaginary, playful meaning.
As playmates, children enter into real organizational relationships (agree on the plot of the game, assign roles, etc.). But complex role relationships are simultaneously established between them (for example, mother and daughter, captain and sailor, doctor and patient, etc.).
A distinctive feature of an imaginary play situation is that the child begins to act in a mental rather than a visible situation: the action is determined by a thought, not a thing. However, the thought in the game still needs support, so often one thing is replaced by another (the stick replaces the horse), which allows you to carry out the action required by the meaning.
Specific motives are inherent in creative role-playing game. The most common motive is the child's desire for a joint social life with adults. This desire is faced, on the one hand, with the unpreparedness of the child for its implementation, and on the other, with the growing independence of children. The resulting contradiction is resolved in a plot-role-playing game: in it, the child, taking on the role of an adult, reproduces his life, activities and relationships.
The immediate motives of play change with the age of children, determining the content of play. If for a younger preschooler the main motive for playing is action with objects that are attractive to him, then for a child of older preschool age the main motive is the reproduction of relationships that the adults portrayed in play enter into with each other.
Role-playing game plays a leading role in the formation of positive relationships among children and the formation of positive moral and ethical qualities of the personality of senior preschool age. In the process of role-playing games, conditions are created for further strengthening the moral ideas, feelings, qualities of children that were formed in everyday life. Joint play activity stimulates the development of organization and responsibility of each child: you need to choose a place for play, make attributes, correctly distribute roles. The game reinforces the ability to behave the way it is customary: to give a chair to the newcomer, to thank for the service, etc.
The game shows such strong-willed qualities as responsibility, dedication, perseverance and perseverance in overcoming difficulties. A child of six years old knows how to set a goal for himself - to independently select the material, patiently bring the work started to the end. The game is good when children organize it themselves, know how to lead, obey, and provide assistance. As before, the favorite among children of the older group are games in the family, in kindergarten, in the hospital. In them, the guys reflect various relationships characterized by love, humanism, such qualities as kindness and caring are formed here.
In role-playing games, it is possible to bring large groups of children closer together, which creates conditions for the development of collective relationships. Leading the role-playing game of children of the older group, the teacher solves the following tasks:
Fostering the desire and ability to play together;
Developing the skills of collective play (the ability to negotiate, distribute roles and toys, rejoice at the success of a friend);
Fostering a benevolent attitude towards people, desire and readiness to do something useful and pleasant for them. At the same time, she teaches children to outline the theme of the game (what we will play), jointly perform certain actions, not interfere, but help each other, independently and fairly resolve the conflicts that arise.
Children have generalized and differentiated ideas only if they first comprehend specific actions. Therefore, the teacher should involve the child in the independent analysis of relationships with peers, various conflict situations that arise in the lives of the children themselves.
The teacher's conversations with children, in which the situations created in the game are used, form in children ideas about an honest, fair attitude towards each other. Collective, well-coordinated relationships between large groups of players are formed when there is a real need to help another, the ability to act in common interests. Thus, the game creates situations in which there is a real need for mutual assistance, dependence on each other. The systematic offer to the child of such assignments in the game, which can benefit other children, increases the child's responsibility, creates a friendly atmosphere in the group, the prerequisites for overcoming negative behavioral traits.
Forming the right relationships includes developing children's organizational skills, initiative, and elementary leadership and obedience skills.
Children of the older group have a very vague idea of the rights and responsibilities of the organizer. The teacher teaches children the methods of organizing in the game, helps everyone to solve certain organizational tasks: to agree on the game together, to fairly resolve disputes, in difficult cases, contact the teacher. “We need to respect each other, listen to the opinion of a comrade,” the teacher says to the children.
In the process of developing organizational skills, children manifest themselves in different ways: some are not confident in themselves, prefer individual games, are inactive; others are active, addicted, rather responsible, but they do not know how and do not like to obey, they hardly concede the main roles in the game; still others are recognized organizers, leaders, play interestingly; they are persistent, although impatient, stubborn, more often than others enter into conflicts.
These features require individual upbringing techniques so that all children can organize the game, be accommodating, compliant, patient, respecting someone else's initiative.
In the role-playing game, the real relationships of children are more clearly visible, therefore, here the formation of organizational skills is most effective, in addition, opportunities are created for their gradual complication. First of all, in the ability to create conditions for the game (place, material), to distribute roles, to obey the one who plays the main role, to accept those who wish, to reckon with the possibilities of children, in the ability to build and play a game. But it should be remembered that older preschoolers are not always able to come up with the plot of the game themselves, develop it for a long time. Therefore, the educator helps to diversify the game, to include new storylines and new characters in it. Thus, a large team is created, uniting children who are busy with different things. And each group of children has its own organizer.
The more difficult the game, the more difficult the relationship of children develops in it and the skills to negotiate, independently and fairly resolve conflicts, to be purposeful and friendly, that is, those qualities without which the development of organizational skills is impossible, become more vivid.
The success of the education of various moral qualities lies in the systematic nature, in the possible use of any pedagogical situation.
However, it should always be borne in mind that the leadership of role-playing children should not turn into "coaching", when the teacher not only imposes the theme, the plot of the game, but also gives ready-made recipes for behavior. When guiding the game, it is necessary to solve both developing and educating problems.
Conceptual provisions of game forms of learning:
1. The target guideline in training is the development and formation of a person's creative individuality. And the most initial link is the awareness of the uniqueness of your intellect, yourself.
2. Reorientation of the student's consciousness from an impersonal social development to a purely personal socially important development.
3. Freedom of choice, freedom of participation, creation of equal opportunities for development and self-development.
4. Priority organization of the educational process and its content for the general development of students, the identification and "nurturing" of open talents, the formation of entrepreneurial efficiency.
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Sections: Working with preschoolers
The main principle of the formation of a culture of behavior of a preschool child is his upbringing in a team and through a team. It is in the team that the foundations are laid for the skills to play and work together and play together, to show sympathy for each other, responsibility for participation in a common cause, to provide mutual assistance, that is, the foundations of a culture of behavior.
The culture of preschooler behavior is a set of sustainable forms of everyday behavior in everyday life, in communication, in various activities that are useful for society. The culture of behavior is not limited to formal observance of etiquette. It is closely related to moral feelings and beliefs and, in turn, reinforces them.
The culture of activity is manifested in the behavior of the child in the classroom, in games, while performing work assignments.
To form a culture of activity in a child means to foster in him the ability to keep in order the place where he works, studies, plays; the habit of completing the work started, taking care of toys, things, books.
The culture of communication provides for the child's compliance with the norms and rules of communication with adults and peers, based on respect and goodwill, using the appropriate vocabulary and forms of address, as well as polite behavior in everyday life, in public places.
provide for keeping the child clean of the face, hands, body, hairstyle, clothes, shoes. Food culture is referred to as hygiene skills. but its significance is not only in the fulfillment of physiological needs. The culture of food also has an ethical aspect - after all, table behavior is based on respect for those sitting next to them, as well as for those who cooked the food.
Children deprived of parental care already in the first year of life differ from their peers living in the family: they are lethargic, apathetic, devoid of cheerfulness, their cognitive activity is reduced, emotions are weakly manifested. Also, these children are characterized by a violation of socialization: they do not know how to behave at the table, are not able to adapt to an unfamiliar environment and new circumstances. Subsequently, this leads to the manifestation of diviant behavior at an older age.
Such children must first be taught to the regime moments - washing, dressing, sleeping, eating, etc., which provide favorable opportunities for fostering a culture of behavior.
Our family has 11 children:
from 3 to 5 years old - 4 children,
from 5 to 6 years old - 7 children.
Observations show that 50% of children do not have cultural and hygienic skills, 90% of children do not have a culture of communication, and a culture of activity is not developed in 30% of children.
The analysis of psychological and pedagogical literature on this issue showed that Mudrik A.V., Bure RS, and others were engaged in this problem. The study of the works of these authors, as well as the study of the programs "Childhood", "The ABC of Communication" made it possible to conclude that the solution to the problem of "Cultivation of a culture of behavior" in educational institutions for orphans of preschool age has not been sufficiently developed. Therefore, it became necessary to create the program “Education of a culture of behavior in preschool children in the conditions of the Petropavlovsk orphanage”.
Purpose: Formation of sustainable forms of everyday behavior of children, useful for society, in everyday life, in communication, in various activities.
- Cultivation of cultural communication skills.
- Formation of cultural and hygienic skills.
- Formation of the initial elements of labor activity.
The program is designed for classes with children from 3 to 6 years old for 3 years. The thematic plan of the second and third years of classes with children is based on the program “Alphabet of Communication” by LM Shipitsina.
This program provides for the following areas of educational work:
- culture of activity;
- communication culture;
- cultural and hygienic skills.
When implementing the program, it is very important to consider the following:
- When educating preschool children with positive skills and habits, it is necessary to adhere to the following principles of the unity and integrity of the educational process, i.e. interconnection of tasks, methods and means of education: consistency, systematicity in education; repetition of exercises in the formation of skills and habits with a rational distribution of these exercises in time. Positive results in fostering a culture of behavior are possible in combination of exactingness with respect and trust in children.
- The mechanism of upbringing consists in the moral formation of the individual. The child should have a desire to master the moral quality, i.e. it is important that motives arise for acquiring an appropriate moral quality. Preventive education is essential to prevent bad behavior. When doing preventive education with young children, you need to make it a game. Such training involves the following stages:
First, we need to discuss with the child what we want from him, to explain in a specific situation. Next, you need to explain why he should do this, try to come up with an argument that is close and understandable to the child. And then there should be practice - a game. It is better to conduct such training just before the situation itself, since children learn poorly for the future.
Once the child has learned to behave correctly, it is important to maintain good behavior. An effective way to maintain and reinforce new behaviors until they become habitual is to praise and review the results that good behavior has produced. It is supposed to use the following methods in the process of conducting classes:
- explanation, analysis of similar situations from books, films;
- example of the correct behavior of other children;
- special games in which the child trains in choosing the right ways of behaving.
Classes will be held with all children at the same time.
Program performance criteria
Age Communication culture Culture of activity Cultural and hygienic skills 34 years Use courteous words. Be friendly and courteous to all adults. Maintain cleanliness and order in your playing corner, at your table. Everywhere and always take good care of things and toys. Keep your face, hands, clothes, shoes clean. Use a napkin with meals. Sit straight at the table, do not put your elbows on the table. wipe your feet thoroughly after a walk. 45 years Do not interrupt adults, do not interfere with their conversation. Move a chair or make way for an adult who walks in. Pick up and politely submit an object dropped by someone. Listen to elders attentively, stand still, look the interlocutor in the face. Bring the work started to the end. Doing the job well. If you do not understand something, ask your elders or comrades again. Be persistent in achieving your goal. Getting up in the morning is always at the same time. do morning exercises. Wash your face thoroughly, brush your teeth, comb your hair gently. Use cutlery correctly. Eat slowly, gently, quietly, chew food thoroughly.
Age Communication culture Culture of activity Cultural and hygienic skills 5 - 6 years old Boys to skip ahead of girls. Help a kid or a peer to fasten, put on a coat, tie a scarf. In public places, speak calmly, quietly. Respect for the work of elders, do not interfere with adults. Don't sit around. Never put off until tomorrow what you can do today. Love nature, take care of animals. Use books at the table, taking it with clean hands, without bending the corners of the pages. When you finish eating, put the device on a plate, not on a tablecloth. In the evening, before going to bed, tidy up your clothes and shoes. Clean your shoes, hang your clothes neatly. Go down the stairs, keeping your back straight, stick to the railing.
The diagnostics of the listed skills will be carried out once a year: in the month of March using the observation method and the method of studying the child's personal behavior.
Thematic plan
| Thematic plan of the first year of classes with children: | ||
| 1 | Communication culture | 4 hours |
| 2 | Culture of activity | 4 hours |
| 3 | Hygiene and etiquette | 4 hours |
| Total: | 12 hours | |
| Thematic plan of the second year of classes with children: | ||
| 1 | The world of knowledge | 4 hours |
| 2 | Languages of communication | 4 hours |
| 3 | The secret of my "I" | 4 hours |
| 4 | This strange adult world | 6 o'clock |
| Total: | 18 hours | |
| Thematic plan of the third year of classes with children: | ||
| 1 | How we see each other | 4 hours |
| 2 | Fantasy characters | 5 o'clock |
| 3 | Self-control | 4 hours |
| 4 | Communication culture | 5 o'clock |
| Total: | 18 hours | |
Topic 1 "Culture of communication"
Theoretical part:
- acquaintance with the rules of communication;
Practical part:
outdoor game "Burners";
- role-playing game "Library";
- dramatization game.
Topic 2 "Culture of activity"
Theoretical part:
- acquaintance with the norms of behavior;
- training in the initial skills of joint activities;
Practical part:
- collective modeling "Three Bears";
- reading and discussion of the poem "What is good and what is bad."
Topic 3 “Cultural and hygienic skills”.
Theoretical part:
- acquaintance with the daily routine;
- acquaintance with the rules of conduct at the table;
Practical part:
- the formation of primary sanitary and hygienic skills;
- developing self-service skills;
- Subject-didactic game "Feed the Doll".
Topic 1 “The world of knowledge”.
Theoretical part:
- acquaintance with the four seasons and their distinctive features;
- acquaintance with sayings, riddles, poems about natural phenomena;
- acquaintance with the types of domestic and wild animals, the peculiarities of their behavior;
- acquaintance with different types of plants.
Practical part:
- teaching expressive movements and onomatopoeia;
- teaching the skills of composing a story and depicting it on paper (didactic and outdoor games).
Topic 2 "Languages of communication"
Theoretical part:
- to give an idea about the role of vision, about a person's ability to distinguish colors;
- know why a person needs eyes, ears, mouth, nose, hands in different situations;
- acquaintance with the initial knowledge about the culture of gesture, the ability to express your thoughts and feelings using facial expressions, gestures, movements, posture, posture, emotions.
Practical part:
- development of visual and emotional memory;
- learning to correctly express your emotional reactions, thoughts and feelings;
- training in facial expression, gestures, emotions to understand your interlocutor;
- formation of correct posture.
Topic 3 "The secret of my" I "
Theoretical part:
- give an idea of self-esteem;
- to give an idea of the individual characteristics of a person's appearance.
Practical part:
- development of skills to understand oneself, one's inner world;
- teaching children by means of pantomime to portray themselves, other people;
- teaching children to reflect their fantasies in drawings.
Topic 4 "This strange adult world"
Theoretical part:
- to give initial ideas about the norms of behavior between adults: about the need for respect, trust, mutual understanding, mutual assistance, caring attitude towards people;
- to acquaint adults with professions.
Practical part:
- teaching speech communication, the development of coherent speech;
- training in the skills of joint activities in housekeeping.
Topic 1 “How we see each other”.
Theoretical part:
- to give children ideas about the existence and significance of the individual abilities of their peers, about the ability to express their opinion about friends, noticing their good and bad sides, about the ability and need to communicate with each other, despite the difference in desires and capabilities.
Practical part:
- develop attention, observation, the ability to distinguish the individual abilities of other children;
- to form the concepts of “friend”, “friendship” in children.
- teach children to see, understand, evaluate the feelings and actions of others, explain their judgments;
- expand the range of emotions through understanding and experiencing joy, positive feelings.
Topic 2 "Fantasy characters"
Theoretical part:
- to give an idea of what can and cannot be done, about good and bad habits, about the need to get rid of bad habits.
Practical part:
- teaching the skills of using common toys and things, sharing them with other children;
- fostering friendly relations between children in the process of communication;
- teaching the correct behavior in typical conflict situations;
- education of such personality traits as generosity, honesty, kindness, justice.
Topic 3 "Self-control"
Theoretical part:
- give an idea of the need to control your behavior;
Practical part:
- teaching children to be attentive, to quickly focus on visual and auditory information and to adequately respond to it;
- the formation of positive habits.
Topic 4 "Culture of communication"
Theoretical part:
- to give an idea of the various forms of polite communication between people, to acquaint them with the rules of etiquette;
Practical part:
- the formation of ideas and needs in children for friendly communication with others;
- teaching the rules of etiquette;
- development of the ability to conduct a dialogue, using various means of expression.
Bibliography:
- Dorokhov A.S. How to behave: a conversation about politeness and rules of conduct. - M. 1979.
- Makarenko A.S. Lectures on parenting. - M. 1947.
- They I.A. Thank you, please hello. - M. 1990
- Lashley D. Working with young children, encouraging their development and solving problems. Translated from English-M. 1991.
- Peterina S.V. Fostering a culture of behavior in preschool children.
- Senko T.V. Study of the child's interpersonal interaction with peers and adults. Guidelines. - L. 1991.
- Child personality development. Translation from English. M.-1987.
- Shakurov R.Kh. A person is formed from childhood. M. 1972.
- Shipitsina L.M., Zashchirinskaya O.V. The ABC of Communication. - S-P.2003
