State educational institution
Irkutsk region “Sanatorium boarding school No. 4, Usolye-Sibirskoye”
Project
"Lessons for the Soul"
Project curator: teacher Furazheva Larisa Valerievna
2015-2016 academic year
Project on spiritual and moral education “Lessons for the soul”
Abstract of the project.
The “Lessons for the Soul” project is understood as a process of promoting the spiritual and moral development of the student, the formation of:
- moral feelings (conscience, duty, faith, responsibility, citizenship, patriotism),
Moral character (patience, mercy, meekness, gentleness),
- moral position (the ability to distinguish between good and evil, the manifestation of selfless love, readiness to overcome life's trials),
- moral behavior (readiness to serve people and the Fatherland, manifestations of spiritual prudence, obedience, good will).
"Me and the Animals"
Values: native land, environmental consciousness, mercy, responsibility, kindness, attention, care.
"Me and others"
Values: civil society, freedom of conscience and religion, tolerance, respect for parents, care for elders and younger ones.
Values: the spiritual world of a person, honor, dignity, moral choice, respect for work, the meaning of life, aesthetic and ethical development, internal culture,
The project is educational, practical, creative in nature and provides an opportunity to practically influence the formation of basic moral values.
Relevance of the project.
The issue of spiritual and moral education of children is one of the key problems facing every parent, society and the state as a whole.
Children are sensitive and receptive to everything that surrounds them. To become kind to people, you need to learn to understand others, show empathy, honestly admit your mistakes, and be hardworking. Of course, it is difficult to list all the moral qualities of a person in the future society, but the main thing is that these qualities must be developed today.
A person’s level of education is reflected in his behavior. The results of a sociological survey of school students showed that 39% of students do not know what morality is. Therefore, the development of moral qualities, views and beliefs constitutes the essence and relevance of this project and contributes to the activity of students, their participation in discussing life situations, awakening in the child’s interest in the inner world of a person, his moral essence, and his actions.
Project participants.
Project participants are students in grades 5-9, school teachers, parents (legal representatives), and the headquarters of the school self-government “Leader”.
Duration of the project.
Stage 1: primary - May - June 2015
a) preparatory
The initiative group holds an organizational meeting to develop a project and determine a work plan, establishing connections with teachers and parents.
b) diagnostic
Identification of students’ attitudes towards morality using a sociological survey “What does morality mean to you and is it important today?”
a) practical (project implementation)
a) analysis of the effectiveness of the project (diagnosis of the dynamics of the axiological attitude of students in the “Human” major, sociological survey).
Project goal:
creating conditions for the education of a spiritually rich, socially active personality, capable of self-knowledge, self-development and self-expression.
Tasks:
Creating conditions for:
1.forming an initial idea of moral norms and rules of behavior in school, family, between generations, representatives of social groups;
2. revealing the essence of moral actions, behavior and relationships between people of different ages on the basis of mutual assistance and support;
3. creating a favorable environment in the classroom for students to gain self-awareness of their individuality, self-development, self-realization and development of creative abilities;
4. providing pedagogical support for the development of initiative and creative activity of students;
5. promoting the development of students’ desire to contribute to the common cause.
Expected results.
Personal results
A holistic, socially oriented view of the world in the unity and diversity of nature, peoples, cultures and religions.
Development of ethical feelings, kindness and emotional-moral responsiveness, understanding and empathy for the feelings of other people;
Developing skills of cooperation with peers and adults in different social situations, the ability not to create conflicts and find ways out of controversial situations;
Development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom;
Formation of aesthetic needs, values and feelings.
Meta-subject results
The ability for spiritual development, the realization of creative potential in educational and gaming, subject-productive, socially oriented activities;
Definition common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess one’s own behavior and the behavior of others;
Moral self-awareness of the individual (conscience) - the ability of the teacher to formulate his own moral obligations, to exercise moral self-control;
Willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
Argue your position and coordinate it with the positions of partners in cooperation when developing a common solution in joint activities.
Thematic planning
| Responsible | Date | Event | Educational product |
| Furazheva L.V. educators | September | Hour of communication “Lessons for the soul” | 1. Methodological development. |
| Furazheva L.V. educators | Discussion “City animals: friends, neighbors or enemies?” | 1. Methodological development. 2. Information leaflet. 3. Photo report. |
|
| Furazheva L.V. educators | Game "Journey to the city of Tolerance" | 1. Methodological development. 2. Photo report. |
|
| Furazheva L.V. educators | “Tournament of Experts on Moral Problems” | 1. Methodological development. 2. Photo report. |
|
| Furazheva L.V. educators | Literary lounge “Moral Lessons” | 1. Methodological development. 2.Theatrical performance. 3. Photo report. |
|
| Furazheva L.V. educators | KTD "Practice of Morality" "Kaleidoscope of good deeds" | 1. Methodological development. 2. Photo report. 3. Presentations. |
|
| Furazheva L.V. educators | Creative report "Test for the soul" | 1. Methodological development. 2. Photo report. |
Result evaluation criteria
To assess the effectiveness of the “Lessons for the Soul” project, “Diagnostics of attitudes towards life values” is used (V.F. Sopov, L.V. Karpushina)
Diagnostics of attitudes towards life values.
Instructions:
"Imagine that you have wand and a list of 10 wishes, from which you can only choose 5." The psychologist writes out the list in advance on the board.
Wish list:
Be the person you love
Have a lot of money
Have the most modern computer
Have a true friend
My parents' health is important to me
Have the ability to command many
Have many servants and manage them
Have a good heart
Be able to sympathize and help other people
To have something that others will never have
Interpretation:
Numbers of negative answers: No. 2, 3, 6, 7, 10.
Five positive answers is a high level.
4th, 3rd - average level.
2-a - below average level.
0-1 - low level.
A project to organize the spiritual and moral education of children in preschool educational institutions.
Topic: “What I want to be.”
Teacher of the highest qualification category:
Morozova Natalya Petrovna
Children's age: 4-5 years.
Relevance.
Spiritual and moral education of children- this is one of the main tasks of preschool educational institution. In Russian pedagogy upbringing has always been associated with development spiritually- moral sphere and set itself the main goal - educate child minded, virtuous, merciful, conscientious, believing in the possibility of improving the world and people.
Preschool age is the most important period in spiritually- moral formation and personality development. This is the period of the child’s initial entry into this huge, amazing and beautiful world. The child develops the foundations of his attitude towards himself and others, and society as a whole. In progress spiritual - moral education the concepts of relatives in the family are expanded and deepened, the skills of friendly communication with peers are instilled, and ideas about direct and distant surroundings: house, yard, street, city, country.
Currently, a relatively new preschool sphere direction of Orthodox preschool education. Addressing spiritually- moral traditions of domestic education and education, efficiency increases significantly educational work spiritually- moral development children, rises
competence educators, pupils, parents, expanding
educational space and provides active access to society.
Target:
Saving spiritually- moral health of children;
The formation and development of a highly moral, responsible, creative, proactive person - a citizen of Russia;
Application effective methods and requirements in a kindergarten setting.
Tasks:
- citizenship education, patriotism;
Love for an educational institution, city, people, Russia;
- upbringing moral feelings and ethical consciousness.
Distinguishing between good and bad actions;
Ideas about the rules of behavior in an educational institution, at home, on the street, in public places, outdoors;
Respectful attitude towards parents, elders, friendly attitude towards peers and juniors;
Establishing friendly relationships in group based on mutual assistance;
Formation of a value-based attitude towards one’s health and healthy image life;
Aesthetic upbringing.
Project type: short term.
Dates: 2 months (January - February 2017)
Participantsproject: pupils middle group №5 ( 4-5 years old), group teachers, music director, parents.
Tasks project:
Conduct classes, conversations, entertainment spiritual and moral education;
Organize art and photo exhibitions on this topic project;
Introduce children with literary, artistic and musical works on the topic;
Use consultations and recommendations for parents on this topic in the implementation of the project;
Conduct a physical education event dedicated to Health Day together with the parents of the students;
Selection of literature and illustrations with Komi fairy tales and folklore;
Making the album “Friendly Family”, “Our Good Deeds”.
Implementation stagesproject:
Stage 1: Preparatory.
Studying psychological and pedagogical literature on the topic of the project;
Setting goals, determining relevance and significance project:
convey to participants the importance of this topic;
– selection of methodological literature for implementation project;
– selection visually didactic material; fiction on the topic of the project;
Development organization group environment;
Drawing up a work plan.
Stage 2: Basic:
Familiarization children with fiction;
Examination of paintings, illustrations, photographs and conversations based on their content;
Working with parents;
GCD;
Holding events;
Listening and discussing musical works;
Drawing and appliqué with children;
Creating and conducting a presentation.
Stage 3: Final:
Analysis of results project;
-exhibition of children's drawings and photo exhibition;
Release of the album “Friendly Family”, “Our Good Deeds”.
The system and sequence of work on the spiritual and moral education of children:
Family (parents, who they work for);
Kindergarten (name of kindergarten, group);
Native land (Komi Republic, hometown Sosnogorsk);
Country (Russia, capital, symbols).
Organization of the development environment:
- replenishment of the corner for moral and patriotic education (bring in a doll in a national Komi costume, household items, a photo album “My City”, an album “Orthodox Temples”);
Replenishment of desktop didactic games on spiritual and moral education;
Design of the “Wall of Good Deeds” (drawings and photographs of children);
Replenishing the book corner with fiction on the topic of the project (Russian folk and Komi fairy tales about good and evil).
Forms and methods of project implementation:
Speech and cognitive development.
- GCD:
- "My Family"
- “Our kindergarten. Rules of Conduct"
- “The region in which I live”
- “Through the streets of the city”
- “My native country. State symbols"
- “Komi folk costume”
- “Orthodox holidays in winter”
- "What I want to be"
2. Creative stories:
-“Places in our city where I like to go”
- “I’m my mother’s assistant”
- “My good deeds”
3. Reading and memorizing proverbs, sayings, folk signs:
- learning nursery rhymes with translation into Russian, Komi folk games with words, showing the Komi national costume with the help of a doll;
Reading Komi fairy tales with a plot about good and evil;
Reading Russians folk tales, proverbs, sayings.
4.Guessing riddles:
- about plants, animals, birds, insects of their native land;
About modern and ancient household items.
Game activity:
Design of the didactic toy library games:
- “Who is the odd one out”;
- “Find the animals of our region”;
- “Name the object”;
- “Good - bad.”
Plot-role-playing games:
- “My family”;
- “Good Wizards”;
- “City tour by bus.”
Labor activity. Manual labor:
- “Souvenir for mom”, “Gift for friend” (crafts made from natural and waste materials);
Duty in the canteen and in the natural area;
- “Help an adult”, “Let’s help kids” (work assignments)
Preparation, together with parents, of natural and waste materials for crafts
Visual and constructive activities:
Making bookmarks for books with Komi patterns;
Drawing based on Russian folk tales;
Drawing Russian symbols;
Drawing “I am a helper”;
Modeling “Animals of our region”;
Modeling “Treat for guests”;
Application “Flag of our republic”;
Construction of “My Home”.
Excursions:
- "Streets of our city";
- “Where fairy tales live” (to the children's city library).
Health and physical development :
Morning exercises, exercise while walking;
Folk games: “Stream”, “Burners”, “Blind Man’s Bluff with a Bell”, “Loaf”; Komi folk games: “Ice, wind and frost”, “Wolf and deer”, “Vazhenka and the fawns”.
Conversations on life safety:
- “Good habits”;
- “Rules of conduct on the road”;
- “Dangerous objects.”
Conversations on healthy lifestyle:
- “Healthy teeth”;
- “Healthy food”;
- “Let’s play sports and strengthen ourselves for our health!”
Interaction with parents:
Photo exhibition “Places in our city where we love to be together”;
Preparation, together with parents, of natural and waste materials for crafts;
Preparing for the physical education event “Dad, Mom, Me” sports family"(for Health Day);
Preparing attributes for the celebration " Wide Maslenitsa"(masks, costumes).
Open events with invitation of parents:
- “Dad, Mom, I am a sports family” (for Health Day);
Holiday “My dad is the best” (for Defender of the Fatherland Day).
CONCLUSION.
Creation of a unified system spiritual and moral education in a preschool institution based on the interaction of all participants in the educational process implies positive results. Rising spiritually- moral potential of teachers and professional competence in issues spiritual and moral education of preschool children, parents' interest in formation of a child's personality, parents are involved in kindergarten activities aimed at spiritually- moral development of children.
Component of education in this case, it consists of assisting the child in mastering a system of values and ideals, as well as in forming on this basis a certain personal worldview position.
The moral component is aimed at promoting the development of feelings, relationships and behavior, the worldview position in the child’s social activities: in relationships with other people (helping others, human nobility).
It is known that the main spiritual and moral education are the spiritual culture of that environment, in which the child lives, in which his formation and development take place. The immediate social environment of the child turns out to be decisive in the formation of the child’s inner world, raising a real worthy person - a citizen Russian Federation.
Spiritual and moral education of preschool children.
Traditions of the Russian people.
Project implementation period– 1 year (September 2013 – September 2014).
Project type- practice-oriented (applied). The project is focused on spiritual, moral and aesthetic development participants in the educational process.
Project hypothesis:
Use by teachers and parents of the preschool educational institution d/s No. 44 means and images of oral works folk art(proverbs and sayings), fiction in the classroom and everyday life, familiarization with the culture of the country and native land will contribute to the development of the spiritual and moral consciousness of children up to school age and their socialization.
Project goal:
to develop and test a model for educating preschoolers through introducing children to Russian national culture, aimed at developing the spiritual and moral personality of preschoolers and developing a high patriotic consciousness among students.
Project implementation objectives:
Integrating the content of spiritual and moral education into the play and creative activities of children;
Formation of spiritual and moral feelings based on studying the culture of the country and native land;
Enriching children's vocabulary in the process of spiritual and moral education and dialogical communication;
Education of a spiritual and moral personality with an active life position, the ability to excel and harmoniously interact with other people;
- Fostering interest and love for Russian national culture, folk art, customs, traditions, rituals, folk calendar, to folk games;
Formation in pupils of self-esteem as a representative of their people and a tolerant attitude towards representatives of other nationalities;
Creating conditions for the implementation of the main directions of the Federal State Educational Standard preschool education, achieving the targets of preschool education.
Relevance of the project
The problem of spiritual and moral education of the growing generation has always been relevant. Spiritual and moral education is the formation of a value-based attitude to life that ensures sustainable, harmonious development of a person, including the cultivation of a sense of duty, justice, responsibility and other qualities that can give high meaning to a person’s deeds and thoughts.
Modern Russian society is acutely experiencing a crisis of spiritual and moral ideals. Today, each of us understands the need for the revival and development of the spiritual traditions of our Fatherland.
Issues of spiritual and moral education are enshrined in the Laws of the Russian Federation “On Education” and “On Basic Guarantees of the Rights of the Child in the Russian Federation”; the problem of spiritual and moral education is also reflected in the Concept of Education Modernization.
In this regard, the key role of the kindergarten is to create optimal conditions for the comprehensive development of the spiritual and moral potential of preschool children through the harmonious construction of a holistic pedagogical process in a preschool institution based on the cultural values of the native land.
IN preschool age the foundations of personality are laid; It is preschool childhood, which is characterized by an emotional and sensory perception of reality, that is favorable for moral and aesthetic education. It is during this period that a rapid accumulation of life experience occurs: moral, social, spiritual. In the first 7 years of life, a person acquires as much as he cannot acquire in his entire subsequent life, and omissions at this age are not made up for later. It is this age that cannot be missed for the formation of ideas about good and evil, about moral standards and moral standards of behavior and relationships.
Currently, there is a shift in emphasis in the development of children towards early intellectualization, which does not contribute to spiritual development. In the pursuit of developing the intellect, the education of the soul, the moral and spiritual development of the little person is missed, without which all accumulated knowledge may be useless. And as a result of this - emotional, volitional and spiritual immaturity.
Without knowing your roots, the traditions of your people, you cannot raise a full-fledged person. Getting to know the traditions and customs of the Russian people helps to cultivate a love for history, the culture of the Russian people, and helps preserve the past. Therefore, children’s knowledge of folk culture, Russian folk art, folklore has a positive effect on the aesthetic development of children, reveals creativity each child, forms a common spiritual culture.
Properly organized upbringing and the process of a child’s assimilation of the experience of social life, a formed condition for the preschooler’s active knowledge of his surroundings social reality is of decisive importance in the formation of the foundations of personality.
From the first years of a child’s life, introducing him to culture and universal human values helps lay in him the foundation of morality, patriotism, and forms the foundations of self-awareness and individuality.
Special attention V activities of preschool educational institutions d/s No. 44 is devoted to strengthening ties with parents. Joint participation in creative activities helps unite the family and fill its leisure time with new content. Creating conditions for joint creative activity, the combination of individual and collective creativity of children and parents contributes to the unity of teachers, parents and children. What shapes positive attitude to each other.
Folk holidays and traditions should occupy a large place in introducing children to folk culture. It is here that the finest observations of the characteristic features of the seasons, weather changes, and the behavior of birds, insects, and plants are formed. Moreover, these observations are directly related to labor and various aspects of human social life in all their integrity and diversity.
To successfully familiarize yourself with traditional folk holidays, it is necessary to give children an idea of the culture of the people, introduce them to the traditions and folk rituals, which forms positive values in children. Also, in preschool age, it is necessary to develop in children a sense of tolerance and respect for other peoples and their traditions.
The intensity of the national holiday and games with creative improvisations and surprise moments stimulates children’s interest, enhances their impressions and experiences, and enriches artistic and aesthetic perception. And most importantly, it ensures the natural familiarization of children with national traditions, affirms fundamental, spiritual and aesthetic values in their minds.
Innovative focus of the project.
It consists of changing approaches to the content, forms and methods of organizing the educational process. Project and research activities are associated with developmental, personality-oriented learning. Projects allow you to integrate information from different areas of knowledge to solve one problem and apply it in practice.
The developed system for applying the project method has a positive impact on the development of a sustainable interest in Russian folk culture in preschool children.
Novelty of the project
The project is focused on the Federal State Educational Standard of Preschool Education that has entered into force in accordance with the content of psychological and pedagogical work on children’s mastery of educational areas, therefore work in this direction ensures an improvement in the quality of education of preschoolers by developing competencies in the areas implemented in preschool educational institution program, as an indicator of readiness for school through activation research activities children based on the project method.
Expected results of the project implementation.
for children:
Security emotional well-being child and creating internal prerequisites for further personal development;
Awakening interest in the history and culture of one’s homeland, love for one’s native land;
Formation of feelings of national dignity;
Development of the child’s social competencies in a team and in communication with each other;
for teachers:
Improving the competence of teaching staff of an educational institution in matters of spiritual and moral education of preschool children, selecting the content of preschool education, improving the quality of teaching work;
Combining the efforts of teachers and parents in organizing work to introduce Russian national culture.
Development of comprehensive thematic planning of the educational process for spiritual and moral education.
for parents:
Implementation of the preferential right of parents in the development and upbringing of their children;
Consolidation and implementation of initiatives of socially active parents in the field of spiritual and moral development and upbringing of children;
Creation of a system of social partnership between preschool educational institutions and families in matters of spiritual and moral education of children;
Project participants
Educators;
- musical director;
- children aged 3 to 7 years;
- parents (legal representatives);
- social partners (exhibition hall, library, art school).
Project implementation mechanisms.
Active interaction of all participants in the educational process;
Formation of a partnership community of employees of MDOU d/s No. 44, children and parents in the process of organizing work on spiritual and moral education.
Interaction of the child-parent and teaching staff of MDOU d/s No. 44 with the educational and cultural structures of the city.
Project implementation methods.
1.Visually effective method:
Showing fairy tales (by teacher, children);
Examination of book illustrations, reproductions;
Conducting didactic and musical-didactic games;
Observation;
Teacher reading fiction;
Embodying children's impressions in creative manifestations;
- excursions, targeted walks.
2. Verbal-figurative method:
Reading and acting out literary works teacher;
Making and guessing riddles;
Examination of visual material;
Children's stories about their impressions;
Conversations with elements of dialogue, summarizing the stories of the teacher;
- reading fairy tales and poems by children, the teacher, followed by dramatization;
- answers to questions from the teacher and children;
- conducting a variety of games (sedentary, role-playing, didactic, dramatization games, etc.);
- communication of additional material by the teacher;
Children's stories based on diagrams, illustrations, modeling fairy tales;
- analysis of everyday situations;
- holding quizzes, competitions, themed evenings.
3.Practical method:
Organization of productive activities: drawing, modeling, appliqué.
Carrying out games: with building materials (“Steps to the Temple”), didactic (“Good and bad deeds”), active (“Help Grandpa”), sedentary (“Mirilka”), etc.;
- making dolls for fairy tales;
- organizing the production of plays, fairy tales, literary works;
- conducting excursions of various directions;
- organizing evenings with parents, for parents;
- making visual aids with children;
- organization of productive activities: fine arts (impressions after the holiday), manual labor (Star of Bethlehem, Angel, Easter souvenir.)
Main project activities.
Stages of implementation of the project “Spiritual and moral education of preschool children. Traditions of the Russian people."
Activities for the spiritual and moral education of preschool children in MDOU d/s No. 44 are built taking into account the following principles:
1. Accessibility - the content of the material is presented to children in an accessible and attractive form;
2. Humanism - the child is an active subject of joint activities with the teacher, based on cooperation, democratic and creative principles;
3. Activity - the knowledge that a child acquires during the learning process becomes the basis for the formation of motivation for his participation in various feasible activities;
4. Integration - the implementation of tasks occurs through cognitive, visual, productive activities: the combination of training and spiritual and moral education in aesthetic, intellectual, physical development and labor education;
5. Consistency - the principle of consistency presupposes the continuity of programs, the sequential assimilation of knowledge, the acquisition of skills, when each subsequent emerging idea or concept follows from the previous one and is based on it.
6. Continuity and continuity of education in the family and preschool educational institutions based on cooperation (so that they do not replace, but complement).
Resources required to start the project:
- Providing logistical conditions (decoration of the group, music hall);
- Selection of literature on the topic; works of Russian folk art; visual material (illustrations, photographs, reproductions);
- Preparation of material for productive activities;
- A selection of outdoor, didactic games,
- Using a multimedia complex and presentations for classes.
Project implementation schedule.
September
1. Diagnosis of children’s knowledge about spiritual and moral values.
2. Questioning parents about spiritual and moral education in the family and orientation educational process in an educational institution.
3. Making folders: “Folk holidays”, “Russian folk games”,
“Games in a Russian hut”, “Small folklore”, “Characters of Russian fairy tales”, “Russian folk clothing", "Russian headdress", " Folk toy", "Favorite Fairy Tale", "Gzhel", "Khokhloma".
4. Consultations for teachers “Children’s poetic folklore”, “Folklore and its importance in raising children”.
5. Entertainment for preschoolers “Semyonov Day - Flies Holiday.”
October
1. Educational lesson for older preschoolers “Visiting grandma for pancakes”;
2. Introducing children to folk applied arts in visual arts classes: “Gzhel”; "Khokhloma"; "Dymkovo toys"; "Gesture"; "Gorodets"
3. Competition for students and parents " Family tree and the family coat of arms."
4. Osininy – autumn fair(entertainment and exhibition of works made from vegetables).
November
1. Conducting a comprehensive thematic lesson “Dishes yesterday and today”;
2. Cabbage parties (fun for preschoolers);
3.Milk Festival ( open event for parents and children),
December
1. Consultations for teachers “Features of patriotic education of preschoolers”;
2. Introducing children to folk and applied arts: “Gzhel”; “Khokhloma”; "Dymkovo toys"; “Gesture”; “Gorodets”
3. Conversation “How I congratulate my family on the holiday.”
4.Organization of a competition of creative works “What is New Year».
5. Visual activity on the topic: “Draw a New Year’s fairy tale.”
6. Thematic entertainment for older preschoolers “Carols”.
January
1. “Matryoshka has a birthday” (lesson to introduce children to the origins of Russian folk culture)
2. Reading and discussing literary works about Christmas, learning poems.
3. Entertainment "Christmas Holiday".
4. Manual labor lesson on the topic: “Angel”, “Christmas cards”.
5. Exhibition of children's works "Christmas Card".
February
1. Introducing children to folk and applied arts: “Gzhel”; “Khokhloma”; "Dymkovo toys"; “Gesture”; “Gorodets”
- Conducting a comprehensive thematic lesson “How they worked and rested in Rus', or Gatherings in the upper room.”
3. Reading followed by discussion of literary works about winter and spring.
4. Design of the photo album “Our Holidays”.
5. Conversations about traditional cuisine on Orthodox holidays.
6. Cow holiday - Vlasiev day (entertainment).
March
1. Conducting complex thematic classes: “In the sun it’s warm, in the presence of mother it’s good”
2. Consultations for teachers “On the system of work in kindergarten to familiarize children with the origins of Russian folk culture”;
3. Entertainment “Maslenitsa”. Puppet show-Fairy tale “Adventures on Maslenitsa”
4. Visual activity on the theme: “Maslenitsa has come to us.”
April
1. “Gatherings” - Palm Sunday(entertainment for preschoolers).
2.Entertainment "Easter". Puppet show - Fairy tale "Easter story".
3. Competition for parents " Easter card. Easter souvenir."
4. GCD on manual labor on the topic: “Pysanka”, “Easter card”.
5. Reading literary works, learning poems about Easter and spring.
6. “What is Easter? "- a lesson to familiarize yourself with the world around you. (Conversation about the history, traditions and customs of the holiday. Examination and discussion of illustrations).
7. Fine art lesson “Decorating an Easter egg.”
8. Introducing children to folk and applied arts:
“Gzhel”; “Khokhloma”; "Dymkovo toys"; “Gesture”; “Gorodets”.
1. Thematic entertainment “Feast of Folk Games”.
- Introducing children to folk and applied arts:
"Gzhel"; "Khokhloma"; "Dymkovo toys"; “Gesture”; “Gorodets”
3. Conducting a complex thematic lesson “Bee - golden belly”.
4. Conversation-dispute “Good and bad deeds.”
5. Conversation on the topic: “Summer holidays.”
June
1. Conducting a comprehensive thematic lesson “What kind of clothes were worn in Rus'.”
2. Entertainment “Trinity - the holiday of the Russian birch tree.”
3. Lesson on visual arts on the topic “Russian birch tree”.
July
1. Gatherings - tea drinking with parents “Our birthday boys”.
2. “I love the Russian birch tree” - a lesson to familiarize yourself with the outside world (shaping children’s interest in native nature; generalization of knowledge about birch; expanding children’s understanding of the image of the birch in poetry, music, and works of fine art);
3. Conversations: “What do we know about trees and birch in particular?”;"Healing basket."
4. Organization of an exhibition of children's works “Holidays”.
5. Final diagnostics. Parent survey. Analysis of diagnostics and questionnaires.
6. Publication on the website of MDOU d/s No. 44 “Formation of spiritual and moral values in children through introducing children to the origins of Russian folk culture.”
Project staffing.
|
p/p |
Full name employee educational organizations |
Position, education, academic degree (if any), academic title (if any) of an employee of an educational organization |
Functionality of a specialist from an educational organization in the project of the applicant organization |
|
Borisova Olesya Andreevna |
Selection of didactic material; implementation of the project. |
||
|
Elaeva Elena Vasilievna |
Musical director, highest qualification category |
Development of projects and events. |
|
|
Tatarina Lyudmila Nikolaevna |
Planning educational activities; selection of didactic material; monitoring students' mastery of educational material; implementation of the project. |
||
|
Tsygankova Lyubov Nikolaevna |
Educator, |
Planning educational activities; selection of didactic material; monitoring students' mastery of educational material; implementation of the project. |
|
|
Chursina Valentina Petrovna |
Planning educational activities; selection of didactic material; monitoring students' mastery of educational material; implementation of the project. |
Regulatory legal support of the project.
|
Name of the normative legal act |
Basic provisions |
|
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Order No. 61 of September 2, 2013 “On the development of the project “Spiritual and moral education of preschool children. Traditions of the Russian people." |
Approve the plan - schedule for the development and implementation of the project; develop and approve regulations on the creative group for project development. |
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Order No. 62 of 09/02/2013 “On the creation creative group on the development of the project “Spiritual and moral education of preschool children. Traditions of the Russian people." |
Organize and approve the composition of the creative team |
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Regulations on the “Working Creative Group” |
Regulate the activities of the creative group; the procedure for forming a creative group; functions, rights and responsibilities of the creative group. |
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Subprogram I “Preschool education” |
Aimed at solving the problem of ensuring accessibility and improving the quality of preschool education services. |
1.Analytical:
Relevance— We live in interesting and difficult times, when we begin to look at many things differently, we rediscover and re-evaluate many things. First of all, this applies to our past, which we, it turns out, know very superficially. What cared, pleased and worried our ancestors, what did they do, how did they work, what did they dream about, tell and sing about, what did they pass on to their children and grandchildren? Answering these questions today means restoring the connection of times, returning lost values. Folk culture has at all times been the basis of all national culture, its historical basis. This simple truth should be remembered in the current difficult times, when not only the integrity of folk culture has been destroyed, but also everything that was connected with spiritual and moral principles folk life, starting from home, family and ending with attitude towards work, Mother Earth, Nature. Academician D.S. Likhachev said: “If a person does not like to at least occasionally look at old photographs of his parents, does not appreciate the memory of them left in the garden that they cultivated, the things that belonged to them, then he does not love them. If a person doesn’t like old streets, even bad ones, it means he doesn’t have love for his city. If a person is indifferent to the historical monuments of his country, he is, as a rule, indifferent to his country.” You cannot cultivate high moral principles in yourself without knowing what happened before us. Culture and folk life have deep continuity. You can only step forward when you start from something. Movement from nothing or from nothing is impossible. It is also impossible for future generations to do without us living today, without our cultural and moral experience, just as it is impossible for us to do without the experience of the previous generation. Everything is interconnected. Renaissance spiritual and moral Patriotic education is a step towards the revival of Russia. Only those who love, appreciate and respect what has been accumulated and preserved by the previous generation can love the Motherland, get to know it, and become a true patriot.
Hypothesis: if you teach children to determine the significance of the historical heritage of their native land, introduce them to national traditions, its cultural characteristics, using various methodological techniques, then this will contribute to the formation of preschoolers’ ability to understand the meaning of the spiritual and moral values of society and to more effectively develop a sense of patriotism. This work suggests that a variety of means, methods and techniques for introducing preschoolers to the history of their native land influence the level of knowledge about phenomena and objects of the surrounding world, a positive emotional and aesthetic attitude towards them, and most importantly, the content and quality of children's views on cultural and historical values
Problem: the dominance of cartoons and films of vague content on TV screens, the desire for a prosperous life, not serious attitude parents to work on the land, the acceleration of the rhythm of life, the introduction into everyday life of the standards of Western “prosperous” life (the holiday of witches, Halloween, etc.) led to a separation from the national culture and its origins. As a result, 80% of children preparatory group they don’t know the heroes of Russian antiquity, they can’t name the tools of labor (except for a shovel, rake, bucket), they don’t know folk crafts and trades, they don’t understand the paintings well, Orthodox holidays superficial knowledge.
Target: senior preschool age is the period of multidimensional socialization of the child. And one of its aspects is the education of spiritual, moral, patriotic feelings and beliefs. One of the areas of work is the study of the history, traditions, and life of our ancestors .
Tasks:
— one of main tasks The education of preschoolers at the present stage is to instill in preschoolers a love for the Motherland, their native land, a sense of pride in their Motherland.
- to show the complexity, inconsistency, ambiguity of the historical path of their native land. It is also important to highlight all the best and most advanced in the historical past of the region and use this knowledge when analyzing today's realities. Local history material plays a big role in the formation of children’s historical consciousness.
- through appealing to the peculiarities of culture and life, to help children realize that they belong to the cultural and natural environment, to understand the extent of their responsibility for its preservation and enhancement.
To help preschoolers become more familiar with their native land, understand its history, culture and their relationship with objects and objects of the surrounding reality and the life of society, through familiarization with the crafts and trades of Rus', and to take part in creative, productive activities
— revealing the child’s personality through his inclusion in the culture of his own people. And this is not just knowledge about culture, but living in culture, living in tradition, through entering the annual holiday circle.
It is well known that among the activities of great educational importance for preschoolers is play. By this we mean not only games in the proper sense of the word, but also all types of activities that folk tradition have the nature of a game (rituals, holidays, etc.). It seems to us that the peculiarity of Russian folk games, and perhaps any folk games, is that they, having moral basis, teach the developing personality social harmonization. Therefore, the next task is to expand the gaming experience of children through role-playing, round dancing, moving, ritual, board games
Folklore will help you turn to the origins, because its content is the life of the people, human experience, sifted through the sieve of centuries, the spiritual world of man, his thoughts, feelings, experiences
— formation of a holistic picture of the world through replenishment and updating of children’s knowledge about the history of their hometown,
Learn to feel the beauty of nature, develop interest in folklore
— clarify knowledge about the famous Rzhevites
— teach children to use available information, including using a geographical map, to foster independence
- introduce people’s actions and achievements as examples of human capabilities
Learn to ask moral questions
- have a comprehensive impact using various types folk art on the emotional sphere of the child
— gender education
- raising in children an awareness of their belonging not only to a family, group or garden, but also to communities of higher orders - the city, the people
Involve parents in the educational process for collaboration to study the history of the city, orient them towards patriotic education in the family
Project type: informational and creative
Duration: year
Project participants: children of preparatory school group No. 8, kindergarten workers, parents, music director, music instructor physical culture, educators .
- Theoretical part.
Resource support: scientific, methodological and fiction literature, photographs, TV, paper, pencils, paints, glue, waste material, audio recording.
Educational areas: 
Availability of interdisciplinary connections - different types activities:
— Cognitive and research;
— Reading fiction;
— Gaming;
— Communicative;
— Artistically productive;
- Musical.
Predicted results:
— The moral level of students will increase;
— Children’s horizons will expand, their interest in the history, traditions, and way of life of our country
— Development of initiative, intelligence, independence;
— The subject-game environment of the group is being transformed;
— the organization of pedagogical search is activated through the implementation of innovative forms;
— The interest of parents in cooperation with the kindergarten on issues of spiritual and moral education will be strengthened;
— Children will develop a sense of pride in their city, respect for its history and the traditions of the people.
— Acquaintance with history and traditions will continue in the daily life of the group, on a walk, in the family.
- Practical part
Project development (Project implementation stages):
1.conduct a diagnostic examination of children
2. convey to project participants the importance of this topic
3. create a developmental environment: select materials, toys, attributes for the playground, theatrical activities, educational games, illustrated material, fiction.
4. select material for productive activities
5. draw up a long-term action plan
Long-term action plan:
NOD “Excursion to the group’s mini-museum. Decoration of a Russian hut”, “Epic Heroes”, “Russian Costume”, drawing “Fun Fair”, modeling “Motley Round Dance”, manual labor “Russian Doll with your own hands”.
The teacher’s story “Folk crafts and crafts of Rus'”, about the holidays of the Russian people, tools of everyday life in Rus', “How they grew bread”, “How a shirt grew in a field”.
Children's story “Folk Signs”, replaying scenes from folk life.
Reading fiction “Fairy tales”, “Epics”, “Rhymes, sayings”, solving riddles, reading proverbs and sayings, “How people lived in Rus'”.
Examination of the visuals of “Russian Costume”, “Utensils”, folk paintings, examination of elements of embroidery, elements of clothing.
Learning musical round dance games.
Listening to old Russian songs.
Watching on TV a performance of the folk dance ensemble named after Moiseev.
Introducing the outdoor games “Traps”, “Salki”, “Lapta”, “Towns”.
Conducting a tour of the city, to the historical local history museum, exhibition hall.
Carrying out folk holidays: spring, Easter.
The educational process in kindergarten cannot be organized without the participation of parents. We began working with parents by identifying their awareness of this topic. Next, the following forms of work were used:
— Help in creating a mini-museum “How people lived in Rus'”
— Holding the competition “Studying folk signs with the whole family”
— Compilation of a card index “Tools of everyday life in Rus'”
— Production of the album “Folk Crafts and Crafts”, “Folk Holidays”
— Assistance in conducting excursions around the city of Rzhev, in order to study the architecture, monuments, and history of the city. Conducting an excursion to the historical museum. A visit to the city exhibition hall is planned
— Joint folk festival in senior group, participation in seeing off Maslenitsa, it is planned to hold an Easter celebration with tea drinking
— participation in the city Christmas competition
— Consultation “From the history of Rzhev”, photo report “Spiritual and moral education of a child through acquaintance with the native land”, presentation “Spiritual and moral education of children through acquaintance with the traditions and life of our ancestors.”
Equipment for the pedagogical process:
— Creation of a mini-museum “How people lived in Rus'” in the group;
— Exhibition of books about the city; folk arts and crafts, folk holidays, folklore and epics
— Exhibition of albums about Rzhev, neighboring cities, Kalininskaya land
— Product design children's creativity(drawings, layouts, crafts);
— Preparation of attributes for role-playing games
— Updating and production of didactic games on the topic. “What first, what then”, “how a shirt grew in a field”, “Tell a fairy tale”, “Literary kaleidoscope”
Product project activities : design of a mini-museum, drawing up a model of “Obelisk”, exhibition of drawings “Fun Fair” and “Motley Round Dance” on folk crafts, holiday “Farewell to Maslenitsa”, making dolls from logs and thread dolls.
Project summary:
In the course of working on this topic, children became acquainted with the history of the emergence of the city of Rzhev and its location. We learned to navigate using a city map. Children can make up short story about his hometown, its monuments, about the interior decoration of the hut, about the work of the peasants. We learned a lot about the traditions of the Russian people and holidays. They are well oriented and distinguish between various crafts (blacksmith, potter, seamstress, etc.) and their corresponding tools. In creative works they are happy to use Khokhloma, Kargopol, Gzhel paintings. We learned a lot of proverbs about work, about tools, folk signs, natural phenomena, about human behavior. Children showed initiative during conversations, games, and artistic creativity. The children developed a sense of pride in the achievements of their ancestors.
Parents were interested in the educational process and the spiritual and patriotic upbringing of their children. Fully felt their responsibility for the development and preparation of children for the future adult life.
The kindergarten staff created the conditions for the implementation of the project.
The project is aimed at the moral education of older preschoolers through good deeds. The project is designed for one academic year, the project participants are children of senior preschool age, teachers, and parents.
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Project
on moral education
Older preschoolers
"Hurry to do good"
Relevance
At the present stage, society is absorbed in the problems of market relations, economic instability, and political difficulties that destroy social ties and moral foundations. This leads to intolerance and bitterness of people and destroys the inner world of the individual.
When solving the problems of education, it is necessary to rely on the rational and moral in a person, to determine the value foundations of one’s own life, and to gain a sense of responsibility for preserving the moral foundations of society.
Moral education is a purposeful process of introducing children to the moral values of humanity and a particular society. Over time, the child gradually masters the norms and rules of behavior and relationships accepted in human society. The result of moral education in preschool children is the emergence and approval in the individual of a certain set of moral qualities, the formation of ethical standards of behavior. And the more firmly these qualities are formed, the fewer deviations from the moral principles accepted in society are observed in an individual, the higher the assessment of his morality by others.
In the preschool years, under the guidance of adults, the child acquires initial experience of behavior, relationships with loved ones, peers, things, nature, and learns the moral norms of society. A preschooler comprehends the world of human relations, discovers the laws by which human interaction is built, that is, norms of behavior. In an effort to become an adult, a child subordinates his actions to social norms and rules of behavior.
The teacher’s task is to develop a friendly and respectful attitude towards others, a caring attitude towards the results of people’s work, and a desire to help adults. To cultivate activity and independence, responsiveness and empathy, kindness and joy for good deeds. Feelings encourage children to take active actions: help, show care, attention, calm, please.
The relevance of the topic is beyond doubt, since the formation of these extremely important qualities (kindness and responsiveness) lies at the basis of the moral education of a preschooler. The basis of a person’s morality are those qualities that determine his moral character, make him internally free and socially valuable in all spheres of public and personal life. The foundation of this process must be laid in childhood, in preschool age. That is why the development and implementation of a project for the moral education of older preschoolers “Hurry to do good” is relevant.
Project goal: moral education of older preschoolers through good deeds.
Project objectives:
1. To form ethical ideas about “kindness”, “friendship”, “mutual assistance”, “mutual assistance”, “justice”.
2. Continue to develop in children the idea of empathy and sympathy for other people. Foster a sense of mutual assistance.
3. To cultivate a humane, emotionally positive, caring attitude towards the natural world and the environment in general.
4. Increase the pedagogical competence of parents in the moral education of children.
Project type:
Focus: information-practice-oriented;
According to the composition of participants - group;
In terms of duration – long-term.
Project participants:
Children of senior preschool age;
Group teachers;
Social teacher,
Musical director;
Parents.
Project activity base:
MBDOU "DS No. 12 "Rosinka"
Project implementation timeline:one academic year.
Integration of educational areas:
“Socio-communicative development”, “ Cognitive development», « Speech development", "Artistic and aesthetic development", "Physical development".
Forms of work on the project.
Working with children:
1. Reading and viewing fiction, encyclopedias.
2. Conducting didactic, verbal, role-playing games with children.
3. Dramatizations of fairy tales for children of the younger group.
4. Conducting GCD.
5. Participation in concerts and events.
6. Productive activity.
7. Work assignments in the group and at the kindergarten site.
Working with parents:
2. Involvement in participation in creative work performed jointly with children.
3. Conducting conversations, oral journals.
4. Conducting a quiz with children and parents “What is kindness.”
Expected results:
- children have ethical ideas about “kindness”, “friendship”, “mutual assistance”, “mutual assistance”, “justice”;
- Preschoolers have developed a desire to help, empathize, and support the people around them;
Children’s caring attitude towards the natural world and the environment in general;
Promotion pedagogical competence parents in the moral education of children.
The product of project activity is:
Creation of the “Book of Good Deeds”;
Holiday of Kindness.
Project implementation stages
Stage 1 – organizational- September
Tasks:
1.Explore emotional attitude of preschool children to moral standards.
2.Create a motivational basis for the active participation of children and parents in the project.
Events | Goals and objectives |
Joint activities of the teacher with children: |
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Methodology “Story pictures”. Analysis of the results obtained. (Appendix1) | To study the emotional attitude of preschool children to moral standards. |
Working with parents: |
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Questioning of parents “Education of feelings” (Appendix 2) | Identify the problems of parents in the moral education of children. |
Stage 2 – main- October – March
Tasks:
1. Implement a set of activities in working with children and parents aimed at the moral education of older preschoolers.
Work plan for the implementation of the project on moral education of older preschoolers “Hurry to do good”
Form of work | Program content | Deadlines implementation |
Didactic games: - “What is good, what is bad?”, - "Noble deeds" - “How I help at home” - “Flower of good deeds”, - “Let's compliment each other” - “Wishes”, - "Polite stream" - “Pyramid of Good Deeds” | Teach children to distinguish good behavior from bad; instill in children the desire to do things for the sake of other people; teach children to be attentive to each other, to cultivate a culture of behavior in children. | Throughout the project |
Caring for indoor plants, feeding wintering birds. | Fostering an ecological culture, caring attitude towards the surrounding nature, the desire to protect and love plants and animals, and care for them. Develop the ability to work together and help each other. | Throughout the project |
Review of demonstration material: - “Lessons of kindness”, - “Me and my behavior”, - "Lessons in Politeness" - “Me and others”, - “Feelings, emotions.” | To form children’s ideas about good and bad deeds and their consequences; develop children's speech and ability to express judgment. | Weekly |
Conversations: - “Do a good deed with courage” - “A kind person will understand by looking at difficult moment will be nearby" - “We are little children on a big planet!” - “What does it mean to be kind?” - “Man’s labor feeds” - “How and with what you can please your loved ones” - “Our kind words”, - “How can we take care of our elders” - “Our little friends” | Continue to develop in children the ability to conduct dialogue on moral and ethical topics. Encourage children's desire to talk about moral values, analyzing the actions of heroes and their own. | Weekly |
Learning proverbs and sayings about kindness and friendship. | To form ideas about the purpose of proverbs and sayings, to learn to comprehend the meaning of proverbs and sayings about kindness and friendship. | Throughout the project |
Reading works followed by discussion of the characters’ actions: V. Oseeva “The Magic Word”, - E. Permyak “The Worst Thing”, - V. Oseeva “Just an Old Lady”, - A. Barto “Vovka - kind soul", "We left", L.N. Tolstoy “The old man planted apple trees” O. Driz “Kind words”, L. Tolstoy “Two Comrades”, A. Barto “Friends, just in case, here are poems about a boy,” V. Krivosheev “Good afternoon”, V. Sukhomlinsky “Granddaughter and old grandfather”, A. Shibaev “Grandfather and Grandson”, N. Nosov “Cucumbers”, S. Marshak “The Tale of the Unknown Hero”, V. Kataev “Flower - seven flowers” R.n. fairy tale “As it comes around, so it responds”, “Khavroshechka”. | To form in children ideas about moral standards of relationships with others; teach children independently, convey attitudes towards the actions of the characters, and draw conclusions. | Throughout the project |
Labor activity in the group and on the kindergarten site | Improve labor skills in the process of work, teamwork skills, cultivate a sense of responsibility for the assigned work, a desire to help comrades, and show friendly feelings. | Throughout the project |
Labor activity on the site for children | Learn to act at the request of adults, understand the significance of your work for others, develop a responsible attitude to business, and cultivate a caring attitude towards children. | Weekly |
Participation in a concert dedicated to the “Day of the Elderly” in the temporary residence department for the elderly and disabled at the Harmony Community Center for Social Security. | To provide knowledge about the holiday, Day of the Elderly. Promote the formation of a caring attitude towards older people. | October |
NOD "Journey to the Land of Good" | Check with childrenethical ideas about “kindness”, “friendship”, “mutual assistance”, “mutual assistance”, “justice”. Pinknowledge of the rules of cultural behavior and good manners. | October |
Journey through fairy tales “Good deeds of fairy tale heroes and their consequences» | Clarifying children's ideas about good and evil deeds and their consequences; consolidate knowledge of fairy tales. | October |
Acting out and discussing situations on a moral topic | Form ideas about moral standards of relationships with others; to cultivate a culture of communication, responsive feelings to the care of others; strengthen cultural behavior skills. | Throughout the project |
Composition of the fairy tale “Little Red Riding Hood and the Good Wolf” | Learn to see the positive and negative qualities of heroes. | October |
Dramatization game “What is good and what is bad” | To form in children an idea of good and bad deeds, behavior, and the ability to correctly evaluate themselves and others. | October |
Theatricalization of the fairy tale “Zayushkina’s Hut” for children of the younger group | October |
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Participation in the “Children for Children” campaign - performance in a concert for children living in the inpatient department of the Khanty-Mansi Autonomous Okrug - Ugra “Center for Social Assistance to Family and Children “Our Home” | Foster the basics of tolerance and a friendly attitude towards peers. | november |
Participation in the “Feed the Birds” campaign - making feeders and posters | To foster a caring attitude towards wintering birds, to create a desire to take care of them. | november |
Making gifts for mothers and grandmothers. Performance at a holiday concert, dedicated to the Day mothers | Cultivate love and a caring attitude towards loved ones, a desire to take care of them. | November |
Making gifts for the disabled. Performance at a concert dedicated to International Day disabled people in the temporary residence department for elderly and disabled people at the Harmony Center for Social Security | Reinforce the concept of “kindness”, “kind”, “merciful”.Develop the ability to feel the inner world of another person, create a culture of communication. | December |
“Day of Good Deeds” - construction of snow figures jointly by parents and children on the group’s site | Involve parents in joint work with their children. | December |
Participation in the “Christmas tree - green needle” campaign - making posters “Don’t cut the spruce!” and placing them on information boards in the village | Foster a caring attitude towards the environment and a desire to protect plants. | December |
Theatricalization of the fairy tale “Kolobok” for children of the younger group | Teach children to show attention and care for babies. | December |
Theme day "Thank you" | Teach children the rules of etiquette, forms and techniques of communication when meeting with friends and strangers, and the rules of using words of gratitude. | January |
Quiz with children and parents “If you are kind” | Consolidate knowledge of proverbs, fairy tales, poems about kindness. Develop mutual assistance and friendly relationships between children and adults. Unite children and adults in joint activities. | January |
Celebration of Kindness |
Cultivate a sense of kindness, sensitivity, compassion, goodwill; communication culture skills. | April |
Working with parents to implement a project on moral
education of older preschoolers “Hurry to do good”
Consultations:
- “Cultivating a caring attitude towards others”;
- “Education at work”;
- “Education with kindness”:
- “You” or “You”? About the speech etiquette of a preschooler."
- “Politeness is cultivated by politeness.”
Tips for parents:
- “The ability to cultivate kindness in children.”
Memo “Cultivating kindness in a child.”
Folder-movable “Lessons of kindness”.
Stage 3 – final - April
Tasks:
1.Analysis of the results of working with children, processing of the data obtained, correlation with the goal.
2. Introduce parents to the results of the work on the “We Hasten to Do Good” project.
3. Summarize the experience.
Events | Goals and objectives |
Collaboration between teacher and children |
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1.Diagnostics. Analysis of results. | To identify the level of children’s knowledge about “kindness”, “friendship”, “mutual assistance”, “mutual assistance”, “justice”; ideas about empathy and sympathy for other people. |
Working with parents |
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1.Project presentation | Show parents the results of the project Encourage active project participants. Invite parents to actively collaborate on the project next year. |
Literature
1. Alyabyeva E.A. Fostering a culture of behavior in children 5-7 years old: Methodical manual. – M.: TC Sfera, 2009. – 128 p.
2. Alyabyeva E.A. Thematic days and weeks in kindergarten: Planning and notes. – M.: TC Sfera, 2010. – 160 p.
3. Lopatina A.A., Skrebtsova M.V. Education of moral qualities in children: Lesson notes. – M.: Publishing house “Knigolyub”, 2007. – 112 p.
4. Petrova V.I., Stulnik T.D. Ethical conversations with children 4-7 years old: Moral education in kindergarten. A manual for teachers and methodologists. – M.: Mozaika-Sintez, 2008. – 80 p.
5. Semenaka S.I. Lessons of goodness: Correctional and developmental program for children 5-7 years old. – M.: ARKTI, 2002. – 80 p.
6. Sokolova O.A. World of communication. Etiquette for children of preschool and primary school age. – St. Petersburg: KARO, 2003. – 288 p.
7. Shipitsyna L.M., Zashchirinskaya O.V. The ABCs of Communication: Development of a child’s personality, communication skills with adults and peers. (For children from 3 to 6 years old.) – “CHILDHOOD-PRESS”, 2002. – 384 p.
8. Cherenkova E.F. Lessons on etiquette and politeness for children. – M.: LLC “ID RIPOL classic”, 2006. – 188 p.
Visual teaching aids
1.Feelings. Emotions: A set of visual aids for preschool institutions And primary school. – Kh.: Publishing house “Ranok”, 2007. – 20 separate sheets in a folder.
2. Lessons of kindness: A set of visual aids for preschool institutions and elementary schools. – Kh.: Publishing house “Ranok”, 2007. – 20 separate sheets in a folder.
3.Me and my behavior: A set of visual aids for preschool institutions and primary schools. – Kh.: Publishing house “Ranok”, 2008. – 20 separate sheets in a folder.
4.Me and others: A set of visual aids for preschool institutions and primary schools. – Kh.: Publishing house “Ranok”, 2008. – 16 separate sheets in a folder.
5. Politeness lessons: A set of visual aids for preschool institutions and primary schools. – Kh.: Publishing house “Ranok”, 2007. – 16 separate sheets in a folder.
Appendix 1
Methodology “Story Pictures”
The “Story Pictures” technique is intended to study the emotional attitude to moral standards.
The child is presented with pictures depicting positive and negative actions of peers.
Instructions. Arrange the pictures so that on one side there are those with good deeds on them, and on the other - bad deeds. Lay out and explain where you will put each picture and why.
The study is carried out individually. The protocol records the child’s emotional reactions, as well as his explanations. The child must give a moral assessment of the actions depicted in the picture, which will reveal the children’s attitude to moral standards. Particular attention is paid to assessing the adequacy of the child’s emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.
Processing the results
0 points - the child arranges the pictures incorrectly (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.
1 point - the child arranges the pictures correctly, but cannot justify his actions; emotional reactions are inadequate.
2 points - by correctly arranging the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.
3 points - the child justifies his choice (perhaps names a moral standard); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.
Appendix 2
Questionnaire "Education of feelings"
Dear parents!
We invite you to answer several questions that will help us plan our work on the moral education of our children. Underline the answers to the survey questions.
1. Do you consider it necessary to educate a child such qualities as responsiveness, kindness, empathy?
Yes;
No;
Partially.
2. Have you managed to build a trusting relationship with your child?
Yes;
No;
Partially.
3. What worries you about your child’s relationships with others?_________
4. Are the relationships between adults and children in your family always trusting and friendly?
Yes;
No;
Partially.
5. Do you involve your child in the everyday affairs of the family?
Yes;
No.
6. Can your child express sympathy and empathy in words?
Yes;
No;
Don't know.
7. Do you often talk with your child on the topic of “Good deeds and deeds”?
Often;
Sometimes;
Never.
8. What good deeds do you do together with your child? _________________________________________________________________
Card index of didactic games
"What is good and what is bad."
Goals: Teach children to distinguish good behavior from bad; Pay attention to the fact that good behavior brings joy and health to both yourself and the people around you, and, conversely, bad behavior can lead to unhappiness and illness.
Demo material:Excerpts from their works of fiction, life facts about the good and bad behavior of a person, children, or group.
Progress of the game: Children use facial expressions and gestures to express their attitude towards good and bad behavior (bad behavior - they make an angry face, shake their finger; good behavior - they smile, nod their heads approvingly). Answer the teacher's questions.
Sample questions.Today Seryozha ate snow again. Guys, is this good or bad? Children show with facial expressions and gestures that this is bad.
What could happen to Seryozha? The children answer.
"Noble Deeds"
Target: To instill in children the desire to do things for the sake of other people. To form an understanding that we call an action not only heroism, but also any good deed for the sake of another person.
Material: ball
Progress of the game: Children are asked to list noble deeds towards girls (women) and boys (men). The teacher throws the ball into the hands of one of the players, he names a noble deed and throws the ball to the next player at his request.
For example , noble deeds for boys: call a girl only by her name; when meeting a girl, say hello first; give up your seat in transport; never offend a girl; protect the girl; help the girl carry heavy things; when a girl gets out of the transport, you need to get out first and give her your hand; the boy must help the girl get dressed, give her a coat, etc.
Noble deeds for girls: call a boy by name only; when meeting a boy, say hello; praise the boy for showing attention; do not offend or call the boy names, especially in the presence of other children; thank the boy for his good deeds and deeds; etc.
"Bag of Bad Deeds"
Progress of the game: Children receive black paper blots, the teacher offers to put them in a bag, and tell them what bad things he did today, and also put them in this bag. negative emotions: anger, resentment, sadness. And when the children go for a walk, this bag is thrown away.
"Flower of Good Deeds"
Material : a flower made of multi-colored cardboard, the petals are removable and inserted into the middle.
Progress of the game: You can play the game individually with a child, or with a group of children. Children are invited to collect the “Flower of Good Deeds”; for this, each child needs to take a petal and say some good deeds. Children list positive actions one by one, and the adult connects the petals to the middle. When the flower is collected, the children applaud each other.
“How do I help at home?”
Goals: To form ideas about the household responsibilities of women and men, girls and boys. Cultivate a desire to help people.
Material: flower made of multi-colored cardboard, removable petals, inserted into the middle
Progress of the game: Children take turns tearing petals from a flower, naming the duties they perform in the family (watering flowers, sweeping the floor, caring for animals, “raising” younger sisters and brothers, repairing toys, etc.). You can diversify the game. Let the children list the responsibilities that their mothers and then their fathers perform in the family.
"Let's compliment each other"
Goals:
Material: Any flower (it is better if it is not artificial, but live).
Progress of the game: The teacher brings a “Magic Flower” that will help the children express their feelings. Children are encouraged to pass a flower to any child and compliment them. If someone is ignored, the teacher pays a compliment to these children.
"Wishes"
Goals: Teach children to be attentive to each other, to be able to show sympathy for children of the same and opposite sex. To consolidate knowledge about the qualities of masculinity and femininity.
Material: heart toy (any toy)
Progress of the game: Children stand in a circle. Passing a toy to each other, they say their wishes: “I wish you...”
"Polite words"
Target: To instill in children a culture of behavior, politeness, respect for each other, and a desire to help each other.
Material: plot pictures that depict different situations: a child pushed another, a child picked up a fallen thing, a child feels sorry for another child, etc.
Progress of the game: Children look at the story pictures and voice them out in polite words.
If the child finds it difficult, ask him leading questions based on the picture. For example, what is the magic word you need to say for a friend to give you a toy?
How do you thank someone for their help?
How should you address adults? (call by first name and patronymic)
What should you say when meeting a person?
What should you say to everyone when leaving home?
What should you say when you wake up in the morning, when you arrive in the morning? kindergarten? What words can you wish each other before going to bed?
What will you say if you accidentally push or hit someone? etc.
Children should know and use the following words in life: hello, goodbye, see you soon, be kind, be kind, please, thank you, excuse me, Good night, etc.
"Treasury of good deeds"
Progress of the game: Children receive paper hearts, the teacher offers to put them in a “box of good deeds”, but at the same time the child must say what good he will do today or has already done.
- It’s very good that you do so many good deeds. It's always nice to see your kind attitude towards each other.
Card index of situations to play out
1 situation:
The girl was wiping the building material with a damp cloth and accidentally spilled water from the basin. The girl is confused, and a boy comes up to her... What will he do?
Situation 2:
The children each drew on their own piece of paper, and suddenly the girl spilled paint on her friend’s drawing. What happened next?
Situation 3:
The girl came to kindergarten with beautiful new bows. The boy approached her, pulled her pigtail, and it unraveled. The boy laughed and ran away. What happened next?
Situation 4:
“What would mom say?” You spilled milk, stepped on someone’s foot, broke a vase, offended a friend, etc. What would mom say? (children play out the situation).
5 situation:
Olya gave a gift to her mother. The brother ran and some of the leaves fell to the floor. Olya was ready to cry, but her brother said the magic word. Which? Olya smiled and told her brother...
6 situation:
Grandmother sewed a dress for Katyusha’s doll, but it turned out to be too small. Katyusha was upset, and her grandmother asked to bring her a doll and sewed another dress. The granddaughter was happy. She…
7 situation:
Vanya was building a garage for his car. Misha asked: “And I will build with you.” How would you ask a friend about this?
Misha didn’t know how to build, and his construction project fell apart. He said: “I didn’t break the garage on purpose...” What word should Misha have said?
And they started playing together.
