Methods of education of culture of behavior in children of preschool age. Methods of educating the culture of behavior in children of different age groups to educate culture of behavior from preschoolers

In the older preschool age, the training of the teacher to educate the culture of behavior is based on the level of education achieved by children and is aimed at consolidating and making familiar withdrawn positive forms of behavior, as well as to introduce children with new rules of culture of behavior, expand the "social zone" of their applications, To form new valuable habits.

According to research S.V. Peterina, I.N. Kiechkina, L.F. Ostrovsky in the senior group The content of culture of behavior should be enriched in the following directions. Complete rules of behavior. The well-known rules are detailed and demanded from children of more flexible, conscious behavior: culture of behavior in relation to familiar and unfamiliar people, kids, elderly, etc. increase the requirements for communication culture: to keep naturally; Talking, look into the eyes of the interlocutor; respond to questions; Do not leave if the conversation is not completed. Drawing the attention of children on the pose, gestures, facial expressions as indicators of restraint, tightening. Petherina claims that in children senior group It is necessary to actively and consistently form friendly relationships, the habit of playing and engaged together, the ability to obey the requirements of adults and established behavioral standards, in their actions to follow the example of good people, positive, heroic characters of artistic works.

Studies T.I. Babayeva, I.N. Knieco showed that the fulfillment of rules of cultural behavior Senior preschoolers begin to motivate the desire to take into account the interests of others, the desire to maintain a benevolent environment (in the library it is necessary to behave quietly, calmly, so as not to interfere with others read or choose the right book). The children are developing right attitude To the moral qualities of the person, the understanding of their content is deepened.

IN AND. Loginova, M.A. Samrokova, L. P. Ostrovskaya call the following methods of education of culture of behavior from preschoolers: an ethical conversation, various types of games (movable, musical, with construction materials, theatrical, folk, plot-role-playing, didactic, print), reading works of fiction, creating Problem situations.

ON THE. Vetlugin and T.G. Kazakov allocate plot-role-playing game and ethical conversations as the most effective methods of educating the culture of behavior in children.

S.V. Petrine in order to form the formation of cultural culture from preschoolers, it proposes to use collective gaming-classes, drawing games, exercise games specially designed by it. One of the most effective methods Education of culture of behavior S.V. Peterina considers ethical conversations.

One of the possible foundations of the ethical conversation is fiction.

Thus, the senior preschool age is a favorable period for the formation of cultural culture from preschoolers. Under cultural behavior, we will understand the ability to establish friendly relationships, habit to play and engage together, the ability to obey the requirements of adults and established behavioral standards.

Artistic literature is an important means of education of culture of behavior. For its proper use in the pedagogical process, it is necessary to know the peculiarities of the perception by the senior preschoolers of works of artistic literature.

For the development of the identity of the child, the formation of culture of behavior, compliance with such principles as:

Systemity.Work on the formation of culture of behavior should be carried out systematically. The teacher flexibly distributes the content during the entire process. It is advisable to spend specially organized classes in the afternoon. As for the non-inflammated 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 work of the teacher with children outside of classes, since it is impossible to designate the entire range of spontaneously emerging situations and difficulties, and additional explanations may be required from the teacher, answering questions, organizing a game situation, attracting relevant fiction.

Support for positive.Teachers are obliged to identify a positive in the child and, based on good, develop others, not enough formed or negatively oriented qualities, bringing them to the required level and harmonic combination. IN educational process confrontation, the struggle of the educator with the pupil, the opposition of forces and positions. Only cooperation. Patience and stakeholder participation in the fate of the pupil give positive results. Experienced tutors will not be stored for compliments, generously advances future positive shifts. They design good behavior, inspire confidence in the successful achievement of high results, provide confidence in pupils, encourage them with failures.

Humanization of the educational process.The principle requires humane relationship to the personality of the pupil; respect for his rights and freedoms; presenting to the pupil of satisfied and reasonably formulated requirements; respect for the pupil position even when he refuses to fulfill the requirements; respect for human rights to be themselves; bringing to the consciousness of the pupil of concrete goals of its upbringing; non-violent formation of the required qualities; refusal from bodily and other degrading and dignity of the personality of punishment; Recognition of the rights of the individual for a complete rejection of the formation of those qualities that for any reason contradict her beliefs.

Personally active approach.The teacher must constantly study and well know the individual characteristics of temperament, character traits, glances, tastes, habits of their pupils; I knew how to diagnose and know the real level of formation of such important personal qualities as an image of thinking, motifs, interests, installations, orientation, attitude to life, work, value orientations, life plans; constantly attracting each pupil to the earliest activities for him, providing progressive identity development; timely find out and establish the reasons that may interfere with the achievement of the goal, to rely as much as possible on their own activity of the individual; combine education with self-education personality, help in choosing goals, methods, forms of self-education; Develop independence, initiative, amateurness of pupils, not so much to lead, how much skillfully organize and direct activities leading to success.

Unity of educational influences.All persons involved in the upbringing operated together, presented the agreed demands, they had a hand in hand, helping a friend, complementing and enhancing the pedagogical effect. If such unity and coordination of effort is not achieved, but counteracts, it is difficult to expect success. The pupil at the same time is experiencing huge mental overloads, as it does not know who to believe, for whom to go, cannot determine and choose among authoritative effects to him right. We must fold the action of all forces.

Education of the culture of communication is carried out in close relationship with the formation of collectivism skills in children. Forming a child's desire for communication, adults should encourage even the most minor attempts to play with each other.

It is useful to combine children around the cases forcing them together to rejoice, worry, experience a sense of satisfaction, to show benevolence. In an interesting, rich events of life, chatting children acquires special restraint. The teacher uses various techniques that help to diversify the daily life of children. For example: in the morning to meet them with a friendly smile, try to passibly an interesting toy. Today in his hands a shaggy bear, which greets the guys. The morning began cheerful, and this attitude remains in children during the day. Crowded impressions, children are repeatedly returned to the conversation that they were surprised and excited. Communication between them occurs in an atmosphere of friendliness and friendliness.

At the pupils of a kindergarten arises many reasons for communication. The theater of toys, the song, Sveta on a walk, assembled on a flower bouquet, encouraging impressions to exchange, make me sharpen to peer. The main communication - "The child is a child", "the child - the children" goes on its own motive, because Life in society peers puts a pupil in the conditions to share something together: work, play, engage in, consult, helping - in a word, solve your little business.

The task of adults is to direct the relationship of children so that these relationships contribute to the formation of collectivism skills. It is important to instill a child an elementary communication culture that helps it to establish contacts with peers: the ability without screaming and quarrels to negotiate, politely call as a request; if necessary, then give and wait; Share toys, calmly talk, do not break the games with a noisy invasion. The senior preschooler should be able to show preventivity and attention to comrades, carefulness, etc. Such forms of communication are easier to assimilate the child if adults are supported, followed by how he behaves with comrades for games, with close and surrounding people. Children under the leadership of an adult acquire the experience of positive communication.

Education of cultural and hygienic skills includes a wide range of tasks, and for their successful solution it is recommended to use a number of pedagogical techniques in mind the age of children: direct training, showing, exercises with action in the process of didactic games, systematic reminder to children about the need to follow the rules of hygiene and gradual Increased requirements for them. It is necessary to achieve precise and clear and clear action from preschoolers, from the correct sequence.

In the senior groups, training motives are great importance. However, for more successful formation and securing hygiene skills over the period preschool childhood It is advisable to combine verbal and visual ways using special sets of hygienic education materials in kindergarten, a variety of scene pictures, symbols. In the process of hygienic education and teaching children, the teacher informs them a variety of information: the value of hygienic skills for health, about the sequence of hygienic procedures in the day mode, forms children an idea of \u200b\u200bthe benefits of physical culture exercises. Hygienic knowledge are suitable and in class physical culture, work, familiarization with the surrounding, with nature. To do this, some didactic and plot role-playing games are used. Interesting children and literary plots "Moydodyr", "Fedorino Mount" and others. On their basis, you can play small scenes by distributing the roles between children. All information on hygiene is given to children in everyday life In the process of various types of activities and recreation, i.e. Each component of the mode can be found a favorable moment for hygienic education.

For effective hygienic education of preschoolers, the appearance of the surrounding and adults is of great importance. It is necessary to constantly remember that children at this age are very observational and tend to imitate, so the tutor must be a model for them.

To secure the knowledge and skills of personal hygiene, it is desirable to give children various orders, for example, assignentials to a systematic check in peers of the state of nails, hands, clothes, personal items in the closet. Skills and children quickly become durable if they are fixed constantly in different situations. The main thing is that the children are interested, and so that they can see the results of their actions, (someone has become much abandoned, etc.).

Mandatory condition for the formation of hygienic skills in children, upbringing habits for healthy image life is a high sanitary personnel culture preschool institution. Where should be created the necessary conditions To preserve the health of children, full physical and hygienic development.

The following condition necessary for successful hygienic education is the unity of adult requirements. The child acquires hygienic skills in communicating with an educator, a medical worker, nanny and, of course, in the family. The obligation of parents is to constantly fix the hygienic skills raised by the child in kindergarten. It is important that adults feed the child an example, they themselves always observed them.

As practical techniques to help the formation of culture of the behavior of preschoolers, it is advisable to use the following:

· The technique "Finger is angry".
· Method "Same gifts".
· Method "I regret a friend."
· The method "Bad hare is, it seems about me", etc.

Education in preschoolers of culture of behavior is a continuation and one of the aspects of the work on the education of a humane attitude towards people, which manifests itself in collective relationships.

Behavior - This is a lifestyle and actions formable based on moral customs, traditions and habits.

Habit - This is the established way of behavior that has become ordinary, permanent for a person.

The child must seize the standards of etiquette from orphanage. Etiquette - This is the procedure of behavior established in society, which includes a combination of behavioral rules governing the external manifestations of human relationships: in the passage with the surrounding, appeals and greetings, behavior in public places, manners and the appearance of a person.

Concept "Culture of behavior" Preschool children can be defined as a totality of sustainable forms of everyday behavior in everyday life, communication, different types Activities. The culture of behavior is basically a deeply social moral feeling - respect for man, to the laws of human society.

In preschool pedagogy, two concepts distinguish: "Culture external" and "Culture internal". Ensuring culture - This is a culture of behavior associated with the implementation of certain rules of etiquette (manners, appearance). Inner culture associated with moral ideas, feelings and concepts of children (respect for others, sensitivity, truthfulness, etc.). These two concepts are closely intertwined with each other. If we demand from children outwardly familiar forms of behavior, it certainly affects their inner world, and vice versa, the behavior of the child in society is mediated by his ideas about the standards and rules of etiquette.

· Culture activities

· Culture of communication

· Cultural and hygienic skills

Culture of activity Manifested in the behavior of children in classes, in the game, in labor. To form a culture of activity in a child - it means to bring up his ability to maintain the workplace in order, where it works, engaged, plays; The habit of bringing the work started to the end, take care of toys, things, books. An important culture rate of activity is a natural traction for interesting, meaningful classes, the ability to take place time.

Culture of communicationwith adults and peers, it provides for the fulfillment by children and communication rules based on respect and goodwill, using the relevant vocabulary and forms of circulation, as well as polite behavior in public places, everyday life. Culture of communication means the ability not only to act in a certain way, but also to refrain from inappropriate in these circumstances of actions, gestures. Child need to teach notice the state of other people.

Culture of communication necessarily implies a culture of speech. This is the presence of a preschooler sufficient stock of words, the ability to talk is concise, while maintaining a calm tone. It is equally important to teach the child to listen carefully to the interlocutor, calmly stand during the conversation, look in the face of the speaking. Culture of speech is formed in classes and in everyday life, in different types Independent activity.

Cultural and hygienic skills - This is an important component of the culture of behavior. This is the skills of tidy, accuracy, the ability to clean your body and clothing clean. The need for these rules is dictated not only by the norms of purity, but also by the norms of human relations. Children should understand that in compliance with these rules, respect for those surrounding. Adults should remember that the skills in childhood, including cultural and hygienic, bring great benefit throughout life.

Allocate the following features of the formation of culture of behavior from preschoolers:

It should be remembered that the children imitate the behavior of adults, so adults should evaluate their behavior critically and demonstrate only positive behaviors;

The formation of culture of behavior in preschoolers can only take place with the direct participation of the adult and his leadership of the child's behavior;

It should be considered the fact that children have a gap between knowledge and experience.

For the successful formation of the need to do in a certain way, it is necessary to constantly approve socially significant motives that encourage the child to certain behavior;

Warely manifestations of a child to achieve a certain result must constantly stimulate a positive assessment.

When educating culture of behavior in children of preschool age, the following should be observed principles:

Unity of demands in the family and kindergarten;

Sequence and systematic of educational effects;

The principle of repetition, that is, constant exercises in positive habits of behavior;

Requirement in combination with respect for the child;

Creating a situation of success.

2. Conditions for upbringing culture of the behavior of preschoolers:

1. Authority and culture of educators and parents . Culture of the teacher, the nature of his communication with children, the style of relationship is of great importance in the formation of a culture of behavior. The skill of the teacher to use advice instead of comment, and sometimes humor, tactfully fix the committed violation, interest in child undertaking, the desire to support them, confidence and caress - all this causes children to communicate with him, readily respond to each request. Children imitate the behavior of the authoritative caregiver, tolerate him in relationship with peers. In the behavior of the child, the culture of parents is also reflected.

2. Accurate implementation of the regime Allows you to maintain a balanced state in preschoolers, to switch from one activity to another to another, prevent overwork, alternate the time of active activities and recreation. Accurate mode allows you to form a stereotype of behavior. Timely conducting regime processes prevents breakthroughs in behavior, usually arising during fatigue expectation.

3. Proper organization of the situation in which children are located. Selection of toys, a variety of materials, benefits and equipment that correspond to the age of children, their interests and content of knowledge, skills and skills, convenient placement of furniture, all this creates conditions for deploying a variety of activities, fascinates preschoolers, allows them to find classes in interests and thus Warns breakdown in behavior.

4. Positive emotional atmosphere in kindergarten and family. This is an atmosphere of goodwill, diverse and active meaningful activities of children, which brings up the desire for employment in children, organizes their lives and reflects on the formation of culture of behavior

The behavior of children in kindergarten is governed by the rules that are formed on the basis of norms:

Rules must be specific, assuming certain actions. For example: "entering the group room, you need to say hello to all those present in it";

The rules must be formulated clearly, accessible to the understanding of children, in the form of instructions, and not prohibitions;

Each new rule requires time to assimilate children (clarification, learning, reminding, preventing possible violations);

Rules are introduced gradually.

Methods of education: Explanation, display, exercise, reminder, control, assessment, conversation, reading artwork, viewing illustrations, positive example, promotion and punishment, teaching, didactic testing, monitoring the behavior of the child.

Thus, raising the culture of behavior in children, the educator uses the whole set of methods and means of moral education.

1. Theoretical foundations of education of culture of behavior in children of senior preschool age

1.1 Historical and logical analysis of the problem of education of culture of behavior

Questions about the decisive role of moral education in the development and formation of individuals were recognized and put in pedagogy for a long time. His roots go to ancient Greece, where the ideal person considered one who is beautiful in physical and moral terms. So, the philosopher is idealist Socrates (469 - 399. BC), believed that there are universal and unchanged moral concepts. The purpose of the upbringing, in his opinion, should not be the study of the nature of things, but the knowledge of oneself, improvement of morality.

Plato (427 - 347 BC) - believed that the approach in the highest idea of \u200b\u200bthe good is carried out mainly by education, including the moral, which is especially attached. Plato expressed a number of important thoughts on preschool education, the consistent state system of upbringing, put forward the demands on education through a positive example.

Aristotle (384 - 322 BC) Pupil Plato, was the largest philosopher and scientist Ancient Greece. In the field of moral education, Aristotle, who put forward a volitional trade in his philosophy, an active start, attached great importance to moral skills and exercises in moral actions. Natural deposits, the development of skills (teaching, frequent repetition of the desired actions) and the mind are such three sources of moral education.

Through many centuries, Ya.A. Kamensky (1592-1670) In his treatise, "instruction of the morals" brought the extension of the ancient Roman philosopher of the Seneki: "Learn at first kind of good nravam, then wisdom, because it is difficult to learn the last without first." In the same place, he quoted the people's saying: "Who has time in the sciences, but lags behind the good morals, he is lagging behind."

Modern pedagogical science and practice relies on many fundamental work of foreign and domestic teachers of the XVII-XX centuries. Consider some of them.

John Locke (1632-1704) In his work, "Thoughts of Education" (1692) considered the goal and the task of education in the broad socio-philosophical context of the interaction of the individual and society, putting forward the formation of a citizen who could implement moral ideals. Thus, in the question of the interaction of the personality and society, Locke gave priority to the individual beginning, which must be associated with public interest. The denying the presence of congenital ideas and the norms of morality, Locke put forward the "natural moral law", according to which the main regulator of human behavior is served common sense. Self-limitation and self-discipline act as the necessary conditions for the reasonable behavior of a person. At the same time, moral standards and rules become internal personal qualities.

The method of developing in a child of moral behavior Locke tied with the development of its moral consciousness, without which, in his opinion, it is impossible for the full moral formation of the person. A teacher engaged in raising children, Locke called to strive to understand the motives ("powerful incentives of the soul") of the behavior of pupils.

Jean-Jacques Rousseau (1712-1778) his pedagogical views outlined in the book "Emil, or about the upbringing" (1762). "Emil, or about upbringing" is both artistic, and philosophical, and pedagogical work. Rousseau considered the human nature of the ideal, and the impact of society on her destructive. Therefore, the main function of the initial education of Rousseau saw the formation based on the development of moral origin of immunity against destructive social influence. Such education should flow in a natural natural environment and freely, without coercion.

Johann Heinrich Pestalotski (1746-1827) described the foundations of his pedagogical concept in the work of Lingard and Gertrud. The leading idea of \u200b\u200bthis concept was the idea of \u200b\u200bthe nature of education and training. Pestalozzci believed that the main thing is the harmonious development of all human abilities and, therefore, education should be naturally appearing, that is, aimed at disclosing the human nature of spiritual and physical forces in accordance with its characteristic desire for activities.

Such a classification of natural, driving forces led to the allocation of the three main directions of education: mental, physical and moral, the unity of which should be the basis of the educational process.

By developing the provision on the relationship between the development and education, Pestalocci recognized the decisive role of the expediently organized upbringing in the formation of the child's personality from the moment of his birth. Especially Pestozzi emphasized the importance of learning the child's knowledge to be taken away from the ability to apply them, that is, the basis of the self-development of the Pestalozzi's personality seen in cooperation with adequate and effective use of knowledge gained.

Working out the issues of pedagogy, Johann Herbert (1776-1841) put forward a moral education to the fore. It is noteworthy that, having stealing submission to children, disciplines and bad subordination to the authority of power, he wrote: "A common task of upbringing can be entirely expressed in the word - morality."

However, from the teachers of the past most fully and brightly described the role of moral education in the development of the identity of KD. Ushinsky. In the article "On the moral element in the upbringing", he wrote: "We are convinced that morality is not the necessary consequence of scholarships and mental development, we are still convinced that the impact of the moral is the main task of education, much more important than the development of the mind at all , Filling the head of knowledge ... ".

Moral education issues much attention We pay modern teachers and psychologists. As shown by the research O.S. Bogdanova, L.R. Bolotina, MA Demonic, V.V. Popova, L.I. Romanova Effectiveness of moral education largely depends on the right organization of collective activities of children, from a skillful combination of it with the methods of persuasion, accumulation of positive moral experience. In his writings, scientists emphasize the importance of educating the moral feelings of the child, the development of moral relations.

L.S. Vygotsky, R.I. Zhukovskaya, I.G. Yanovskaya in his studies noted the positive influence of children's gaming activities (in particular role-playing, creative games) on the development of morality of pupils. The task of moral education is that universal moral values \u200b\u200b(debt, honor, dignity, etc.) should become internal incentives for the development of the emerging personality.

Problems of education of culture of behavior in children also were engaged in such scientists as S.V. Peterina, I.N. Kurochina, T. Erofeeva, T. Yakovenko, O.V. Fallen, L.F. Ostrovskaya et al.

In the pedagogical dictionary, the culture of behavior is defined as a set of formed, socially significant qualities of personality, everyday actions of a person in society based on the norms of morality, ethics, aesthetic culture.

T.I. Babayeva gives the following definition: Current culture is a wide, multifaceted concept, which reveals the essence of moral norms in the system of the most significant, vital relations to people, to work, to subjects of material and spiritual culture.

V.A. Slayshenin considers the culture of behavior through its components, the culture of communication, the culture of speech, culture of appearance and household culture.

I.N. Kurochina determines the culture of behavior as a set of forms and ways of behavior reflecting moral and aesthetic standards adopted in society.

We took the definition of "culture of behavior" by this S.V. Peterina. Culture of behavior is a set of sustainable forms of everyday behavior in everyday life, in communication, in various activities.

Culture activities

Communication culture,

Cultural and hygienic skills and habits.

By S.V. Petserina, to form a culture of activity in a child - it means to bring up his ability to keep the place in order where it works, engaged, plays; The habit of bringing to the end of the work began, carefully refers to toys, things, books.

Culture of communication provides for the fulfillment by the child and communication rules with adults and peers based on respect and goodwill, using the relevant vocabulary and forms of circulation, as well as polite behavior in public places, everyday life. The culture of communication implies the ability not only to act in the desired way, but also refrain from inappropriate in this situation actions, words, gestures.

Cultural and hygienic skills include tidwing, cleanliness of facial, hands, body, hairstyles, clothes, shoes.

We believe that in relation to the older preschool age, the culture of behavior should be considered primarily as a culture of relationships - an effective manifestation of respect for others, modesty, attention to the requests of the elders, the ability to negotiate with peers.

Currently, people seek to create legal society with a high culture of relations between people who will be determined by social justice, conscience and discipline. Such a society determines the need for the moral liction of each. Morality in society is supported by the power of public opinion, the expression of a public assessment of the moral and amoral acts of the person. Of great importance in the moral development of the individual has its own attitude towards the actions and actions, to comply with the moral requirements established in the society. It is necessary that the person itself wants to be moral to keep moral norms and rules due to their own internal attraction and a deep understanding of their need.

Thus, we gave the definition of the culture of behavior, its main components, revealed their essence, highlighting the highlights. Next, we will discuss in more detail on the content of psychological and pedagogical aspects of education of culture of behavior.

1.2 Psychological and pedagogical aspects of education of culture of the behavior of children of senior preschool age

The active mental development of a senior preschooler contributes to the formation of a higher degree of awareness of behavior compared to the middle preschool age. Children of 6 -7 years 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 of responsibility in children for their behavior, elements of self-control, organizedness. In preschool age, the children accumulate the first experience of moral behavior, they have the first skills of organizational and disciplined behavior, the skills of positive relationships with peers and adults, self-skills, the ability to take themselves interesting and useful activities, maintain the order and cleanliness of the surrounding environment.

S.V. Petrine in order to form the formation of cultural culture from preschoolers, it proposes to use collective gaming-classes, drawing games, exercise games specially designed by it. One of the most effective methods of educating the culture of the behavior S.V. Peterina considers ethical conversations.

Studies T.I. Babayeva, I.N. Knieco showed that the fulfillment of rules of cultural behavior Senior preschoolers begin to motivate the desire to take into account the interests of others, the desire to maintain a benevolent environment (in the library it is necessary to behave quietly, calmly, so as not to interfere with others read or choose the right book). Children make up the right attitude towards moral qualities of the individual, the understanding of their content is deepened.

Work on the education of culture of behavior should be built, taking into account the mechanism of moral education.

Moral education is effectively carried out only as a holistic process of pedagogical, corresponding to the norms of universal morality, the organization of the whole life of the child, taking into account their age and individual characteristics. The result of a holistic process is the formation of morally solid personality in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.

TA Kulikova, S.A. Kozlova rightly argue that it is important for the formation of any moral quality that it passed consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of moral quality, about its need and on the benefits of mastering them.

The child should have a desire to master moral quality, i.e. It is important that motives arose to acquire appropriate moral quality.

The appearance of motive entails a relationship to quality, which, in turn, forms social feelings. Feelings give the process of formation personally significant color and therefore affect the strength of the folding quality.

But knowledge and feelings give rise to the need for their practical implementation - in actions, behavior. Acts and behavior take the feedback feature that allows you to check and confirm the strength of the formed quality.

Thus, the mechanism of moral education is evaporated: (knowledge and presentation) + (motifs) + (feelings and relationships) + (skills and habits) + (actions and behavior) \u003d moral quality.

This mechanism has an objective nature. It always manifests itself, in the formation of any (moral or immoral) personality quality.

The main feature of the mechanism of moral education lies in the absence of the principle of interchangeability. This means that each component of the mechanism is important and may not be excluded nor replaced by another. What, for example, will happen if we decide to form kindness as a moral quality of the person and bring up the child only the idea what kindness is? Or do not call positive attitude To this quality and desire to master, become good? Or do not create conditions for the manifestation of kindness?

In this case, the action of the mechanism is flexible: the sequence of components may vary depending on the characteristics of the quality (from its complexity, etc.) and on the age of the object of education.

Senior preschool age is the most responsible stage in the development of behavior and activity mechanisms, in the formation of the personality of the preschooler as a whole.

If such unity and coordination of effort is not achieved, but counteracts, it is difficult to expect success. The pupil at the same time is experiencing huge mental overloads, as it does not know who to believe, for whom to go, cannot determine and choose among authoritative effects to him right. We must fold the action of all forces.

The educator in his work relies on the activity approach. This means that the pedagogical means of education serve the various activities of children (cognitive, game, independent). The acquired experience serves as the basis for the implementation of the integrity of the formation of culture of behavior. Teaching children Culture Current Conditions The teacher carries out in a joint game or joint work. In operation, especially the game, there are situations that allow you to maintain positive manifestations of children, formulate the rules of culture of behavior. Independent activity contributes to the formation of the ability to strongly effort, understanding the need and importance of knowledge of the rules of culture of behavior, helps to establish gaming and personal relationships in independent activities, overcome conflicts.

By organizing children's activities, the educator creates conditions for the formation of their relationship based on the rules of culture of behavior, tolerance, courtesy.

One of the priorities of the moral education of preschoolers is to educate culture of behavior and relationships. "The program of education and training in kindergarten" aims adults to educate friendly relationships between children; habit to play, work, engage together; The desire to please the eldest good deeds.

Education of respect for others.

It is necessary to raise a desire to take care of the younger, help them, protect those who weaker. To form such qualities as sympathy, responsiveness.

In the senior group, work continues to enrich the dictionary of children's expressions of verbal courtesy ("Hello", "Goodbye", "please", "Sorry", "Thank you", etc.).

More specifically, in this area, the tasks in the program "Program of upbringing and learning in kindergarten" are defined, edited by MA Vasilyeva, V.V. Herb, TS Komarova et al. Scientists recommend working on solving the following tasks:

Tasks for the formation of culture of behavior in children of preschool age:

· Form the skills of culture of behavior in everyday life;

· Learning to see your shortcomings in behavior and be able to correct them;

· To acquaint with the rules of culture of behavior;

· Rail love and respectful attitude towards close and surrounding people;

· Teach to treat others with care and patience, but at the same time show intolerance to the bad deeds of people.

As a result of implementation methodical recommendations It can be expected that the child can become a harmonious-developed personality, be able to decent behavior in any atmosphere, understand the meaning and importance of certain rules of culture of behavior. To be able to talk friendly with each other, with adults, politely communicate with peers, be able to fairly to evaluate their actions and acts of peers, be benevolent, honest, fair.

An important feature of the content of guidelines is close connection with real life Child, his socio-emotional experience. Therefore, in addition to specially organized classes, you can use a variety of situations arising in the process of the interaction of children (in other classes, in the game, for walking, at home), with the aim of enriching the program content and development of the social competence of children.

In addition, in the formation of a culture of behavior, it is necessary to adhere to certain stages:

We highlight a number of tasks of the formation of culture of behavior:

1. Identifying the formation of culture skills in children, respectful attitude towards others. Develop and educate conscious mutually friendly relations with peers.

2. Develop the ability to apply to an adult by name and patronymic, to connect direct appeal with the expression of joy.

3. To acquaint with traditional greetings, form the skills of polite conversation by phone, develop the ability to get rid of bad habits and contribute to the formation of useful habits, develop good, warm relations between children.

4. Form the skills of the culture of behavior in everyday life. To teach your opinion on the implementation of the rules of culture of behavior. Find definitions to assess the behavior of real people. Teach treat others with care and patience

5. Teach to see the connection between your actions and actions of adults. To acquaint with the rules of the relationship of people with each other.

6. To form a conscious understanding of the significance of the kindred relations. Teach children adequate forms of behavior.

7. To form a child confidence that adults love him, like all other children. Fasten the skills of the careful relationship to things. Develop the ability to get rid of evil habits and contribute to the formation of useful. Teach to restrain negative motives, avoid conflicts, find words to assess behavior.

8. To teach treat others with care and patience.

9. Form the skills of culture of behavior in public transport.

10. To form the skills of a polite conversation by phone.

In the older preschool age, the formation of moral qualities of the personality and the habits of cultural behavior is actively continuing. Content pedagogical process At this stage, the upbringing of respect for native and relatives, attachment of respect for educators, conscious desire to please the elder good actions, the desire to be useful others. In the children of the older group, it is necessary to actively and consistently form a friendly relationship, habit to play and engage together, the ability to obey the requirements, in their actions to follow the example of good people, positive, heroic character of well-known artworks.

In the behavior of the senior preschooler, brighter the relationship of the moral qualities and property properties with intelligence, cognitive and interesting, attitude towards the surrounding world, to activities, to adults and peers, to themselves. The child in the process of communication can already be restrained, knows how to act in the interests of a partner or group of peers, showing volitional sufficient efforts. But, of course, it is only the beginning of the skill that needs to be developed and fixed.

The main thing in the targeted educational activities of the teacher at the step of senior preschool age, the organization of the life and activities of the child continues to be the experience of substantive communication, the formation of a benevolent attitude towards peers and others.

An ethical conversation as a method of moral education is characterized by a significant originality. The content of ethical conversations constitute mainly truly life situations, the behavior of the surrounding people and above all the pupils themselves. The educator gives the characteristic of the facts and actions that the child observed or committed in communicating with peers and adults.

The number of similar conversations is small: five to seven per year i.e. Once every and a half or two months.

The behavior of the students of the senior groups convincingly suggests that at this age, the transition from the perception of the content of individual actions to the enriched concepts about good behavior is gradually. Through ethical conversations, the educator binds each other in the consciousness of children disparate representations into a single integer - the basis of the future system of moral estimates. It is the assimilation of ethical concepts in a certain system that helps the older preschooler to understand the essence of the concepts of good, common good, justice forms the initial concept of human dignity.

Thus, considering the theoretical aspects of educating the culture of behavior, we concluded that the problem of the moral formation of the personality exists a lot long and in this area did not make little discoveries. The process of moral education has its own specifics and difficulties in the organization, however, having mastered the necessary psychological and pedagogical knowledge, an adult is able to influence the child and purposefully to form moral performances and culture of behavior.

1.3 Means and methods of educating the culture of the behavior of children of senior preschool age

Moral education is determined using certain funds, among which must be specified: artistic agents; nature; own activities of children; communication; Environment.

1. A group of artistic funds: fiction, visual arts, music, cinema, etc. This group of funds is very important in solving the problems of moral education, since it contributes to the emotional color of knowledgeable moral phenomena. Artistic remedies are most effective when forming in children of moral representations and raising feelings.

2. The means of moral education of preschoolers is nature. She can cause humane feelings in children, the desire to take care of those who are weaker who need help, protect them, contributes to the formation of self-confidence in their child. The impact of nature on the moral scope of the personality of children is multifaceted and with the appropriate pedagogical organization becomes a significant means of education of the feelings and behavior of the child.

3. The means of moral education of preschoolers is its own activities of children: game, work, teaching, artistic activity. Each type of activity has its own specifics by performing a function of education. But this means - Activities as such - it is necessary, first of all, when educating the practice of moral behavior.

4. A special place in this group of funds is given to communication. It, as a means of moral education, best fulfills the tasks of adjusting ideas about morality and the upbringing of feelings and relationships.

5. The means of moral education can be the entire atmosphere in which the child lives, the atmosphere can be impregnated with benevolence, love, humane or, on the contrary, cruelty, immorality.

The surrounding child becomes a means of upbringing feelings, ideas, behavior, that is, it activates the whole mechanism of moral education and affects the formation of certain moral qualities.

The choice of educational tools depends on the leading task, the age of pupils, the level of their common and intellectual development, the stage of development of moral qualities (only begin to form moral quality, or fix it, or already re-educate).

Methods of education are ways, ways to achieve a given goal of education.

In pedagogy, there are several approaches to the classification of educational methods (Yu.K. Babansky, B.T. Likhachev, I.P. Podlavy - in general and school pedagogy; V.G. Nechaeva, V.I. Loginova - in pre-school pedagogy) .

To classify methods, researchers determine some one base, for example, the activation of the mechanism of moral education.

The proposed classification combines all methods in three groups:

Methods of formation of moral behavior: exercises, instructions, demand, educating situations;

Methods of formation of moral consciousness: Explanation, exhortation, suprast, request, ethical conversation, example;

Methods of stimulation: promotion, competition, approval, award, subjectively pragmatic.

Principles of selection of moral education methods:

Compliance of the method of purpose and tasks of education;

Humane nature of the method;

The reality of the method;

Preparedness of conditions and means for using the method;

The selectivity of the method of the method;

Tactful application of the method;

Planning possible result the effects of the method;

Patience and tolerance of the teacher when using the method;

The prevailing practical orientation of the method in the moral education of preschoolers.

The methods of moral education of preschoolers are not used isolated, but in the complex, in relationships. The grounds for selecting methods that can be used and appropriate in the complex, serve as a leading educational task and age of children. (For example: Explanation + Exercise + Promotion, etc.).

In the older preschool age, the formation of moral qualities of the personality and the habits of cultural behavior is actively continuing. The content of the pedagogical process at this stage is upbringing respect for native and close, attachment of respect for educators, conscious desire to please the elder good actions, the desire to be useful others. In the children of the older group, it is necessary to actively and consistently form a friendly relationship, habit to play and engage together, the ability to obey the requirements, in their actions to follow the example of good people, positive, heroic character of well-known artworks.

In the moral education of the senior preschooler continues to occupy a great place to upbringing the culture of communication. The formation of respect for others, goodwill, volitional qualities, restraint occurs in the team of peers. The team plays in the life of children an increasing role, the relationship of children is complicated.

An effective method for clarifying the systematization of moral representations of senior preschoolers is a ethical conversation. Such conversations should organically be included in the system of diverse methods of education.

An ethical conversation as a method of moral education is characterized by a significant originality. The content of ethical conversations is mainly truly real life situations, the behavior of the surrounding people and, above all the pupils themselves. The educator gives the characteristic of the facts and actions that the child observed or committed in communicating with peers and adults.

Such characteristics are formed in children objectivity in evaluating events, help the child to navigate in one situation or another and flow in accordance with the rules of moral behavior.

Ethical conversations are planned, prepared and organized classes, the content of which is determined by the requirements of the "Program for Education and Training in kindergarten". But, referring to the programms of education, the teacher must specify them, work out the rules and norms of behavior, the upbringing of which must be strengthened in this group, taking into account adults and individual characteristics of children.

The number of similar conversations is small: five to seven per year, i.e. Once every and a half or two months.

It should be remembered: the main goal of ethical conversations is to form the child's moral motives of the behavior with which he could be guided in his actions. And such conversations should, first of all, on genuine events and phenomena, which in excess provides the life and activities of the child in the circle of peers.

Preparing for such a conversation, the teacher must analyze that it was the subject of the most vivid impressions of children, as they perceived saw what they were experiencing.

If the educator considers it necessary to turn on the excerpts from a particular artwork in the ethical conversation, it must necessarily subjugate their content to educators.

If the conversation content is available and interesting to children, then interested questions, bright emotions, sincere assessment: the teacher, as it were, the inner world of the child is open. This makes it possible to reasonably determine how the kids perceived the idea, the morality of the work, and makes it possible to further tactful correction of the behavior of children. And the fact that the guys with the whole group jointly discuss the facts of behavior and different situations, causes empathy, the emotional influence of children on each other, contributes to the mutual enrichment of their feelings and ethical ideas.

The influence of the moral consciousness of a senior preschooler on self-regulation of his behavior is not yet great. But at this age, the child is still able to evaluate his behavior on others. Therefore, the themes of ethical conversations must necessarily include leading concepts for this age group. "My mother", "My Family", "Kindergarten", "My Comrades", "I am at home" and many others. Topics may be specified and supplemented depending on the ideas, knowledge, the level of pupils that impede on this topic and T.P. It is important that the content of those listed leading topics supplemented, necessarily associated with the entire content of the pedagogical process. Without which it is impossible to ensure the effectiveness of moral education, and also help to systematize and summarize the ideas about the morality that children acquired, being in previous groups.

Ethical conversations, their results should directly manifest itself in the practice of behavior, actions of children in various situations. Which is very important to consolidate the results of the pedagogical effect.

The first day of the new, older group. Group rooms are decorated in festive. So it was before and during the transition of children from younger to the middle group. The difference is in a more serious and confidential tone of the tutor's conversation.

He not only shows the children all the premises, but also organizes watching the works of children who have passed into preparatory group, tells them how they worked, played, as they had. Together with the children, the teacher reflects how it is better to put in the rooms of the group. At the same time, he promotes the cheerful mood of children, their joyful communication with each other, familiarizing with new items. And when the reception of newcomers is completed, you can organize entertainment with the participation of all children and employees.

One of the most effective tools Formation of culture of behavior. She, as a way to know the surrounding world, gives a child in a bright, affordable and interesting form of the idea of \u200b\u200bhow to behave in one way or another, makes you think about my 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 execution of the etiquette rule. For these purposes use the most diverse species games. For example, in rolling games used mainly to solve the tasks of physical education, children compete: who will quickly hang around the kindergarten, who will continue the ball further. But the element of life will necessarily interfere in the organized game. He fled and fell, another hurries to defeat everyone, the third also wants to be the first, but stopped to help fallen. The most important ethical aspect underlies the behavior of the child. In such a situation, we once again give to the child: the basis of etiquette behavior is a moral beginning.

During musical classes, musical games are held. They will lead the dance. The educator again draws attention to the rules of etiquette, but it does it unobtrusively.

In games with construction materials, when children are engaged in the creation of architectural structures (houses, bridges, etc.), there are also rules of conduct. The educator praised builders. How did he do it? What words and intonation? What was his facial expression? Glad to all children, having heard praise to her comrade? Children watch the tutor every minute, even when they are engaged in a favorite thing and learn from him to certain behavior.

A huge role for the formation of culture of behavior is played by theatrical games. For example, with children prepare the formulation of the Fairy Tales "Rack". In the course of its analysis, pay attention to the culture of behavior in the family. The whole family and pets, and even a small mouse rose to one common thing to help her grandfather - the breadwinner to pull out a rep. In the family, everyone matters, everyone plays a role. And the very staging of the fairy tales, and the presentation with her before children and parents will make aware of many rules of behavior in public places. The rules for the behavior of the audience in the theater are affected. The rules of the guest etiquette are remembered: parents came to visit, they must be taken and entertained.

Traditional folk games are good not only the fact that the child perceives the original Russian speech, receives information from the history of our people. It also realizes that all folk culture is based on folk customs and traditions. For example, the game "Boyar, and we came to you." Beautiful Russian text gives children information that in the past were boyars; At all times, people went to visit, took them with joy; In Russia, there was a custom of choosing a bride. They play together and together, strive for the victory of their team, but do not offend the representatives of the other. Instead of the bride, you can choose a friend; Then the educator draws attention to friendly relations between the guys.

At the lesson or in their free time, plotting-role games are carried out, for example about professions. Choosing, for example, the profession of the doctor, hesitate with children the rules of behavior in the clinic, in the doctor's office, in a pharmacy, etc.

During class, in other regime moments, didactic games, the main goal of which is the development of the child. They are good when working out the rules and norms of culture of behavior. Tasks can be the most diverse: pick out the color gamut cards of your costume; Make up the pictures costume walks, visits the theater, meeting guests; Spread on the canvas card with dishes and cutting devices for serving tea, dining, festive table.; Choose a gift for my mother, a friend, grandmother.

Great interest among preschoolers cause wall-printed games. For example, the lotto game "How we dress" will help to work out the skills of children in culture external view. Creativity The case and fantasy of the caregiver will help the diversity of the game activity of children, during which they master the world. The role of the tutor in the game itself may be different. In one case, he will tell her plot, in the other will play a leading role in it, in the third - brought the material necessary for it, in the fourth - will be observed for children and make pedagogical notes. Educator and children - co-authors of any game. We must not forget about children's independence and initiative, it is only necessary to direct their learning behavior. Then there will be no boring notations, tough and incomprehensible requirements of the requirements, and behavioral regulation will easily enter the life of a small man who has realized its intelligence and necessity during the game.

The educator is important to constantly lead the observation records for the actions of children. It is here that the tutor notes how the methods provided for the plan provided for by the plan, whether the goal was achieved.

The well-thoughtful use of multivariate relations allows you to raise the culture of behavior through all learning processes in class, games, musical, visual, etc. The activities of children. The specific implementation of the relationship between the educational process is independent activities.

It is very important that the entire kindergarten regime, all that we call everyday life, was filled with meaningful activities and communication. This contributes to the spiritual world of the child. Solving this task, the teacher creates a favorable soil for the formation of positive traits of the nature and moral qualities of the personality.

To strengthen cultural and hygienic skills and habits, some lessons, exercise games are directed. Depending on their specific content, various rules or combinations are absorbed.

Here we reviewed the funds and methods of educating the culture of the behavior of children of senior preschool age, which is necessary for the implementation of the process of forming a cultural person.

2. Warning-search research on the education of culture of behavior in children of senior preschool age

2.1 Detection of the initial level of formation of culture of behavior in children of senior preschool age

The study was conducted in MBDOU №43 "Marlushka" of Surgut in the senior group.

The study involved 20 preschoolers and their parents.

10 children constituted an experimental group, 10 children - control. In the experimental group, a forming experiment was carried out, aimed at raising the level of formation of culture of behavior in children. In the control group, the formation of culture of behavior was carried out traditionally.

The purpose of the stateing experiment: to identify the level of formation of culture of behavior in children of senior preschool age.

Based on the term paper Theoretical analysis of the current state of the problem, philosophical, psychological and pedagogical and methodological literature We have been formulated by the tasks of the stating experiment:

one). Planning further work with children of senior preschool age on the formation of skills of the culture of communication, culture of activity and the formation of habits of cultural and hygienic skills.

2). Implement work with children of senior preschool age on the formation of a culture of communication, culture of activity and cultural and hygienic skills.

Initially, equipped with a methodological office, annual, calendar plans for the study problem were studied. As a result of the analysis, it was found that work was reflected on the education of culture of behavior in children on an annualization. In MBDOU, classes are held, ethical conversations, reading fiction aimed at developing the culture of the behavior of preschoolers. After analyzing the annual plan, it was concluded that in the senior groups, to educate the culture of the behavior of children, quite attention is paid.

Then the calendar plan of educators was analyzed. It was revealed that educators, based on the annual plan of the preschool institution, reflect in the calendar plans for the task of raising the culture of the behavior of children through various means.

After examining the equipment of the methodical office, it should be noted that there is a sufficient number of literature on the education of the culture of the behavior of children. The office is equipped with a large material for the moral education of children through oral folk art: a collection of fairy tales of different peoples, collections of proverbs, sayings.

In order to determine the relationship of educators to form the culture of the behavior of preschoolers, the questionnaires were conducted. 10 educators participated in the survey. The following questions were offered for the survey.

1. What difficulties arise in the process of forming the culture of the behavior of preschoolers?

2. Important the role of an adult in educating the culture of the behavior of preschoolers?

1 question. The educators called the following difficulties: the insufficient staffing of the kindergarten toys and benefits for dragging fairy tales, songs. To educate the culture of the behavior of preschoolers outside of classes, additional efforts require additional efforts, it takes additional time, since the educators need to pay more attention to this particular problem, to study literature, be able to use various techniques to educate the culture of children's behavior, be able to correctly use them to interest children .

2 question. 100 percent of the educators answered "yes", 20% of the educators answered that the education in the family plays a major role.

Thus, it can be concluded that educators understand the importance of forming a culture of behavior in preschool age, have sufficient knowledge to educate the culture of behavior, but work requires great improvement.

In order to determine the relationship of parents to educating the culture of behavior from preschoolers, parental survey was conducted. We proceeded from the fact that without the Commonwealth with the family it is impossible to form the child's skills and the ability of the child's skills and the purpose of identifying the level of knowledge from the parents were spent.

20 parents participated. They were asked the following questions:

1) Do you pay attention to how often does your child use polite words?

2) Do you think you have your child habit to bring to the end of the work started?

3) Did your child have independent cultural and hygienic skills?

50% of parents is always drawn to the use of polite words; 30% - rare, depending on the case of the case; 20% do not pay attention to the formation of cultural and hygienic skills in the child. Unfortunately, 70% of parents do not explain to the child the need to bring to the end began; 30% of parents try to explain.

Parents' answers to the questions posed show that the need to educate culture of behavior are realized, but parents do not always pay attention to the culture of the child's behavior.

Analyzing the overall understanding of the need to educate the culture of behavior in children of preschool age, educators and parents and the state of modern practices of MBDOU and in the family can be drawn the following conclusions: attention is paid to the decision of the culture of the culture of the behavior of children, but the work is carried out unsystematicly and at the same time Methods and forms of work.

In order to identify the level of formation of the culture of the behavior of children in an individual conversation, each child was invited to listen to the story and find mistakes in the behavior of the Misha boy, who also goes to kindergarten. The story contains 5 situations. After hearing the story, the child together with the experimenter allocates the situation in the story and independently determines the mistakes in the behavior of Misha.

"The boy Mishe is 4 years old, he goes to the same kindergarten as you. In the mornings, Misha takes with him one of his favorite toys, and mom takes him into a group.

Today, Mom led Misha to the garden, and herself fled to work. Misha entered the group - and there is not Irina Viktorovna, who has long been working in the group, but some kind of new teacher. Misha did not know her name, and therefore did not adopt, and immediately went to the guys to play.

Vanya is a friend of Misha, he saw a new machine in his hands and politely asked to give her to see her. Misha decided that Vanya could break the car, and therefore turned away from him and did not give a toy. Vanya was offended, and Misha went to play with other boys.

During breakfast, the children eaten the curd casserole, Misha spoiled at the table and overturned the catalysis glass with milk on the table. The teacher crowded Misha for shed milk and stained a dress with a girl who was sitting nearby. Misha instead of an apology silent and began to drink his milk.

Katya was offended by Misha for a spoiled dress, and did not give him his shovel in his sandbox when he asked. Misha got angry and said that she would never give her toys anymore.

In the evening, when the children were taken and only Misha and Andrei remained in the group, the teacher asked the boys to help her gather toys. Misha replied that the one who scattered them should collect, and did not help, and the village decoad the drawing waiting for mom. The teacher and Andrei themselves scolded beautiful toys.

The following questions were asked for children: "What actions of the boy didn't you like? What would you do in his place? "

To the question - "What would you do?" In each of the found situations with mistakes in Misha's behavior, children should correctly choose the variants of moral behavior:

Similar documents

Methods and analysis of programs for the organization of moral education and formation of culture of behavior. Education of culture of behavior from the standpoint of modern etiquette. Method of moral education and formation of culture of the behavior of senior preschoolers

thesis, added 12/27/2007

Effect of education in the family on the formation of a culture of the behavior of a preschooler. Formation of culture of behavior in a preschool educational institution (DOU). Organization of the interaction of the DOU and family on the formation of culture of behavior in children.

thesis, added 04/20/2016

The essence and characteristics of the concept of culture of behavior. Scene-role game as a means of forming a culture of behavior in children of senior preschool age. Methods and techniques of culture formation. Identification of levels of formation of culture of behavior.

thesis, added 11/19/2014

The concept of culture of the behavior of preschoolers, analysis of its components. Stages of the formation of this skill, age features of the mental development of children of senior preschool age. Features of methods and forms of organizing the culture of behavior.

coursework, added 03/21/2014

Culture of communicating children with adults and peers as a component of the basis of culture of behavior. The concept and task of the plot role-playing game. Detection of the formation level from senior preschoolers of culture of behavior. Objectives of moral education in class.

coursework, added 13.02.2012

Culture of the behavior of preschool children: characteristics, features of education. Analysis of theatrical activity in terms of funds in the education of the culture of the behavior of children of middle preschool age. Project on the development of culture of behavior.

examination, added 10/28/2011

Culture of behavior as an important part of universal culture, morality, morality. The importance of fiction in the education of culture of behavior from preschoolers. Experimental studies on the analysis of the formation of culture skills.

course work, added 10.31.2009

Pedagogical foundations of moral education. Analysis of the problems of moral education in modern programs pre-school education and their implementation methods. Formation of culture of the behavior of children middle group pre-school educational institution.

thesis, added 23.07.2008

Culture of behavior is an indicator of the child's pupsis. Norms and rules for the behavior of children of preschool age. Experience in educators to educate culture behavior in children in kindergarten. Methods and techniques for the formation of culture of behavior from preschoolers.

abstract, added 08/21/2013

The essence and content of the concept of "culture of behavior". Gaming agents and models of culture of behavior in the establishment of pre-school education. System of experimental work on the formation of culture of behavior in children of junior preschool age.

In the work on the choice of the topic to educate the culture of behavior, the teacher notes that some rules are repeated. This is natural.

The teacher always means a concrete situation. But the situations change, and the child must act and apply the same rule in different conditions. For him, it is not always easy. So, in the street, a child may not say hello to a teacher of another class, although the school usually greets him. Accounting to keep track of your shoes when it goes to school, a student can go to a friend in a unclean shoe. Therefore, telling about the rules of behavior, the teacher lists the possible situations where the student must apply them. But not enough about it. It is necessary to monitor together with parents so that in all cases, in any situation, the well-known rule was carried out by children. For example, children taught to give up the place of elders in the bus; They do it willingly, without reminder. But the grandmother came in the class, and the student does not even guess to invite her to sit down. Such behavior is explained, because the youngest schoolboy is characteristic of the concreteness of thinking. He needs a guide, hint. At first it is possible to make in a classroom, school situations, then children are taught to the appropriate behavior of the house, on the street, in public places.

A gradual expansion of specific situations in which various rules apply, it allows you to form certain families familiar to the child.

Always and in everything to be neat - it means to purchase such quality as accuracy, always to be accurate, mandatory means to have these qualities in your own character. Gradually, through acts, behavior, activity is formed by the nature of the child, its morality. But this process itself is very complex, requiring time and certain efforts.

To raise the skills and habits of cultural behavior, it is necessary to take care of the organization of exercises in actions. Exercise is not just a repetition. It requires that the child knows that it turns out that - no; It sought to master any action. For successful consulting, it is necessary that the repetition is accompanied by positive emotions. This is the silent approval of an adult, and the emotional encouragement of comrades. The child should want to come correctly. In other words, education should be associated with self-education.

Current classes are held, as a rule, in extracurricular time, but at the lesson, the teacher has the opportunity to work on learning knowledge, the formation of skills and habits. Working on a particular topic, the teacher does not produce from the field of view and how much the rules of the previous topic are learned, as fully and brightly manifest themselves in the activities and behavior of students. A combination of systematic work on the rules held in special occupations, and daily work Teachers are an important condition for successful education of K.P. If the children see the scene in the classroom: there is a teacher with a heavy bag, and students walking nearby do not guess to help, then, of course, this scene will not form skill. But she will help children look at themselves from the outside, evaluate their behavior, to make out for themselves. And, probably, then, in a specially or accidentally created situation, the child will think and determine his behavior.

Given the situation of the behavior of children, the diversity is necessary for the conditions in which students should exercise, carry out certain rules of behavior.

An important element of classes is the show, because Children must be able to appreciate what is done correctly, and what - no, say and show how it was necessary to do. Such an active participation of children in the discussion is possible because the circle of concepts in general is familiar to children and corresponds to their life experience. The teacher complements the knowledge available in children, leads them to a certain system, supports the demands of parents with their requirements, their authority.

The teacher talks with the children, asks them questions, listening to opinions, sometimes opposite, and judges what is already well acquainted with students, and which rules are unfamiliar at all. When consolidating the old and explanation of the new for children, the teacher attracts to the help of Basni, stories, poems.

The use of artistic texts really revives the conversation. For example, on the topic of the procedure, you can read the poems of V.Lifshits "Gloves", O. Bedaleva "That's what I am; about behavior on change - the poem of B. Zohoder "Change"; On the rules of decency - poems A. Barto "Why is the phone busy?" etc.

The nature itself is laid in the child, the desire to lose as much as possible complex and diverse situations of the adult world to understand it.

Therefore, classes on the culture of behavior can be carried out in the form of the game.

In the process of preparing for the game, the children themselves are mastered the necessary attributes, equipment, which gives additional opportunities to communicate, in the accommodation of those situations referred to in the lesson. Games are held with all children or with a group, the whole class or even several classes can take part, which creates an additional, new situation.

Most often, when conducting classes, the show, and the dramatization, and the conversation, and the reading of fiction in a reasonable combination are used.

All this complex, tremendous work, it is necessary to lead in close contact with the parents, clarify them the right methods of education and negotiate the unified line of pedagogical impact. Parents' participation may be direct: they come to children with conversation or are guests; Parents can help class in the preparation of classes requiring great preliminary work (scenery, costumes, rehearsals).

The most important thing is to attract parents to systematic control over the implementation of the rules of culture of behavior in everyday life.

A social aspect is especially important, under which the child's need for communicating with peers and the ability to subjugate their behavior of children's groups based on rules and behaviors.

The ability to communicate, or communicative abilities, is defined as individual-psychological features of the individual, ensuring efficiency and communication and compatibility with other people. The ability to communicate includes:

- "I want" - a desire to come into contact;
- "I know" - knowledge of the norms and rules of behavior;
- "I can" - the organization of communication.

IN primary school During all four years, the child learns to communicate with peers, with adults. The child understands that the most important thing in life is to be appreciated and respected, and for this you need to do everything right, to be friends with everyone, no one to offend. The easiest way it is raised through the game.

Rules play great importance in regulating the behavior. Familiarization with the rules is the means of forming obedience and discipline, benevolent relations, culture of behavior in society. At the same time, in practice it is found that the second aspect "I know" and real behavior disagree, which indicates a formal assimilation of the rules of behavior in society.

In lessons, it is necessary to give students a rule, norms, standards of behavior, to develop skills for analyzing acts of communication. Children should understand what to do and talk, and how.

The lesson such usually includes speech gymnastics, analysis and playback of communicative situations, solving communication tasks, communicative games.

To implement the above tasks, it is advisable to use the method of creating problem situations.

The everyday "Methodology of Ethics" helps both the teacher and students deal with the difficulties during the entire day. The teacher begins the school day and at the same time expresses the confidence that the children will be benevolent, attentive and discusses, will not hurt anyone in the classroom conflict situations It does not arise. Expressing such a farewell, the teacher and is configured on understanding and locality to children. At the end of the school day, the teacher conducts an ethical five-minute one. He analyzes the conflicts arising, teaches the guys to find ways out of them. Pupils with the help of a teacher are trying to figure out how to avoid a negative situation and how to reconcile conflicting.

It is possible to create a "school of politeness", in which children will be able to show all the knowledge and skills accumulated in everyday life.

Schoolchildren have a habit of evaluating their own actions from the standpoint of benevolence and respect for another person. Children begin to realize moral foundation relationships to man, society, homeland, nature, to itself.

And the teacher leads this work is developing a desire for moral self-control. His relationships with children acquire sincere, confidential nature, which helps to find non-standard paths of influence on students.

Consultation

for teachers MBDOU D / s № 20

on the topic: "Pedagogical conditions and methods of educating culture of communication and behavior in children of preschool age"

Prepared: Logoped Teacher

Shumskaya T.I.

Determination of the concepts of "culture of behavior", "Ethics".

Culture of behavior as an effective manifestation of respect for others.

Formation of culture of behavior - One of the topical and most complex problems, which should be solved today by all who relates to children. The fact that we will put in the soul of the child now will appear later, will become it and our lives. Today we are talking about the need to revive in the society of culture of behavior, which is directly related to the development and raising of the child to school.

Interest in the problem of the formation of culture of the behavior of preschoolers is due to the fact that the educational impact of the family and the Russian national culture in the field of education is sharply reduced. Pre-school educational institutions include the most important tasks of formation from the earliest childhood of the basic culture of the personality, high moral qualities.

In kindergarten for this there are a lot of opportunities. In the process of everyday communication with peers, children learn to live in a team, master in practice by the moral norms of behavior that help regulate relations with others. Than younger childThe greater influence can be on his feelings and behavior.

Concept "Culture of the behavior of a preschooler" It is possible to determine as a set of sustainable forms of everyday behavior in everyday life in various activities.

The object of studying ethics serve morality and morality those. This is a doctrine on how to behave in the society of friends and loved ones.

Culture of behavior is not reduced to the formal observance of etiquette. It is closely related to moral feelings and ideas and in turn, reinforces them.

Moral feelings reflect the public morality (in contrast to the egoistic feelings reflecting only personal interests). The rules, requirements, the motives of actions, based on moral feelings, are mainly understandable to the preschooler, since from the first years of life of his communications with others, quite diverse. Therefore, with full right, you can talk about the special role of feelings in raising a child in general and culture of behavior in particular.

For the development of the identity of the child, the formation of culture of behavior, the observance of a number of principles is required.

1. Systemity.

Work on the formation of culture of behavior should be carried out systematically. The teacher flexibly distributes the content during the entire process. It is advisable to spend specially organized classes in the afternoon. As for the non-inflammated 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 work of the teacher with children outside of classes, since it is impossible to designate the entire range of spontaneously emerging situations and difficulties, and additional explanations may be required from the teacher, answering questions, organizing a game situation, attracting relevant fiction.

2. Support for positive.

Teachers are obliged to identify a positive in the child and, based on good, develop others, not enough formed or negatively oriented qualities, bringing them to the required level and harmonic combination. In the educational process, confrontation is unacceptable, the struggle of the educator with the pupil, the opposition of forces and positions. Only cooperation. Patience and stakeholder participation in the fate of the pupil give positive results. Experienced tutors will not be stored for compliments, generously advances future positive shifts. They design good behavior, inspire confidence in the successful achievement of high results, provide confidence in pupils, encourage them with failures.

3. Humanizationeducational process.

The principle requires a humane attitude to the personality of the pupil; respect for his rights and freedoms; presenting to the pupil of satisfied and reasonably formulated requirements; respect for the pupil position even when he refuses to fulfill the requirements; respect for human rights to be themselves; bringing to the consciousness of the pupil of concrete goals of its upbringing; non-violent formation of the required qualities; refusal from bodily and other degrading and dignity of the personality of punishment; Recognition of the rights of the individual for a complete rejection of the formation of those qualities that for any reason contradict her beliefs.

4. Personal and active approach.

The teacher must constantly study and well know the individual characteristics of temperament, character traits, glances, tastes, habits of their pupils; I knew how to diagnose and know the real level of formation of such important personal qualities as an image of thinking, motifs, interests, installations, orientation, attitude to life, work, value orientations, life plans; constantly attracting each pupil to the earliest activities for him, providing progressive identity development; timely find out and establish the reasons that may interfere with the achievement of the goal, to rely as much as possible on their own activity of the individual; combine education with self-education personality, help in choosing goals, methods, forms of self-education; Develop independence, initiative, amateurness of pupils, not so much to lead, how much skillfully organize and direct activities leading to success.

5. Unity of educational influences.

All persons involved in education should act together, to submit concerted demands, go hand in hand, helping a friend, complementing and enhancing the pedagogical effect. If such unity and coordination of effort is not achieved, but counteracts, it is difficult to expect success. The pupil at the same time is experiencing huge mental overloads, as it does not know who to believe, for whom to go, cannot determine and choose among authoritative effects to him right. We must fold the action of all forces.

By organizing children's activities, the educator creates conditions for the formation of their relationship based on the rules of culture of behavior, tolerance, courtesy.

culture activities
communication culture,
cultural and hygienic skills and habits.

Tasks for the formation of culture of behavior

children of preschool age:

shape the skills of culture of behavior in everyday life;
learning to see their shortcomings in behavior and be able to correct them;
introduce the rules of culture of behavior;
educate love and respect for close and surrounding people;
to teach relate to those surrounding with care and patience, but at the same time be intolerance to the bad deeds of people.

Pedagogical conditions for educating culture of behavior from preschoolers:

speech and behavioral culture of adults surrounding preschoolers (teachers, parents);
thoughtful, rational organization of the lifestyle of children in kindergarten;
a diverse objective environment that satisfies the current needs of preschoolers in communication and activities, the interests of boys and girls;
the interaction of teachers and parents of preschoolers in the education of behavioral culture of habits, developing uniform positions and agreed actions, taking into account the individual characteristics of children and the development of cultural experience;
designing the meaningful life of children, the "event scenario", which ensures the accumulation of experience experiences, participation in emotionally saturated situations of moral behavior, friendly contacts, respect for other people, as well as the development of their own dignity.

The child is characterized by a wide range of feelings, ambiguous in its manifestations. In relation to adults and peers - it may be love and dislike, sympathy and antipathy, sympathy and indifference, justice and envy; In relation to itself - a sense of self-esteem and even self-confidence or, on the contrary, a sense of insecurity in their abilities.

Fastening the forms of moral behavior, the transformation of them into the habit and the need occurs only on the basis of the positive-emotional attitude of the child both to the actions themselves and the adults that organize them and regulate. In this case, moral feelings, such as respect for the teacher, love for parents, goodwill to peer and others, act as an independent driving motive of the behavior of children. This motive is strong enough and meaning in the eyes of the child, because the feelings of preschoolers are distinguished by particularly bright emotional color, immediacy and sincerity.

In the education of culture of behavior, it has paramount importance an example of an educator. Its appearance, actions and judgments, politeness, a calm tone of the conversation, a fair attitude towards others, and above all to children, is an important and effective example for imitation. However, one personal example of all questions of the upbringing is still not solved. The process of education of culture of behavior is very complex, suggests conscious and flexible use of the teacher of a rich arsenal of various methods. The "mobility" of the upbringing means is also necessary, their constant adjustment. It often happens that the practice proven method suddenly ceases to be effective. The teacher must closely monitor how each of his wards perceives educational effects and influences. It is necessary to determine as early as possible the level of moral liction of each of the children. Observations make it possible to reveal each child inherent in it features of actions, interests, relations with others, difficulties in mastering the skills of culture of behavior. This, in turn, serves as the basis for assessing the dynamics of the child's development and adjustment of the further processing process.

Watching children, the educator at the same time tries to determine how typical of a child of one or another offense (rudeness in a conversation with a comrade, negligence in food and dressing, refusal to remove the toy to the place, etc.), seeks to notice everything in time That new than his pupil mastered.

To better know the child, teacher needed information about his behavior of the house. Therefore, before the beginning of the school year, it is necessary to visit the families of those children who must first come to kindergarten. This will provide an opportunity to get acquainted with family members, to identify the living conditions of the baby, the features and traditions of education, to communicate with him in the familiar to the child atmosphere.

But these contacts with the family, of course, should not be limited. Planned family visits are needed - about twice a year. They make it possible to send parents to the correct decision of the specific issues of the upbringing of their child.

Already in junior preschoolers in a variety of games and observations, in the process of labor on self-service and fulfillment of simple orders, it is necessary to bring up a positive friendly attitude towards him by adults, the desire willingly fulfill their requirements, also a polite handling of peers, careful attitude to toys and things in Common use.

In young years The foundations of benevolent relations between children are laid. This ability to play without interfering with each other, show sympathy, share toys, coordinate your actions with the actions of other children. Even very small child It is usually positively configured towards the partner, and is not only an interest in him, but also to the subject with which it acts. But at the beginning (at the age of 10 months - 1 year 2 months), without knowing how to ask, and not knowing that the same toy can be found in the Manege or on the shelf, the child takes her from a neighbor and with pleasure I just do the action.

So that this is until the harmless manifestation of an uncompatibility has not turned into a negative habit, you need to know the children to observe rules of behavior in the group. The child gradually taught to do not only what you can do what you like, but also what you need, although I don't want to refrain from what you want, but you can not, calmly wait until adults invite the table, move on the sofa to Give the opportunity to sit down to another. It is necessary that the children know that it is bad (to interfere, sift, shout, breaking), and what is good (to clean the toy place, help each other, etc.).

To form a friendly relationship of children to each other, it is of great importance to the right organization of the situation in which children play, selection of toys. If kids up to 1 year 1 month - 1 year 2 months hold in the manneva and in the room where children are the second and third year of life, there is no order in the location of the toys, they have a negative habit of take them away from each other. After all, they do not know where to find the item or its part necessary to continue the game. Celloidal and polyethylene toys, usually depicting stylized animals, are most often used by children like dolls. Therefore, if in the group where children are brought up over 1.5 years old, there are no dishes, doll furniture, blankets, carts, i.e. There is nothing but plastic toys, children almost do not play with them and, not knowing what to do, quarrel. On the development of joint games of children of the third year of life, the absence in the group of large benefits (such as a plate, doll feeding tables) is negatively affected by two-three children at the same time.

One of the tasks of raising children first junior Group - The formation of their prerequisites for moral behavior and cultural and hygienic skills. The children of the third year of life who came to kindergarten differ from each other with the level of pupils, possessing various skills and just begin to get used to the new setting for them. Hence, an individual approach to each child becomes special importance in working with kids.

First of all, the teacher needs to achieve the confidence of the child, because the decisive method of raising kids is also direct communication with the educator. The primary group is a particularly important need for permanent contact with adults. The attitude of the baby with adults will develop and will develop and the relationship and culture of behavior in contact with a wider range of people are largely dependent.

The creation of the prerequisites of the cultural behavior of a small child is conducted in several directions. One of them is the formation of the ability to play and do, walk and eat food, sleep during a quiet hour, dress and washed together with a group of peers, next to comrades, i.e. a team. In this case, children develop a sense of collectivism So important for humans. Equally important to instill interest in adult employment The desire to help them, and later - and independently perform simple workforce for self-service. Educating a careful attitude to toys and things, the ability to overcome small difficulties and bring the case to the end, sense of gratitude for the care and care, obedience and feelings of sympathy, friendliness for children and adults - all these are fundamental software directions pedagogical work Educator in the first youngest group of kindergarten.

Cultural - hygienic rules.

Methods and techniques of formation in children of cultural and hygienic skills and habits.

In psychological science skill determined as an automated action, although the development process is necessarily associated with its awareness. Skills are gradually improving, develop in habit, i.e. The need to come in a certain way. For the successful formation of such a need, it is necessary to motives With the help of which children encourage the actions, they were meaningful in their eyes, so that the attitude to the performance of the guys was emotionally positive and, finally, if necessary, children were able to show certain efforts to achieve the result. An underestimation of the teacher of the listed conditions can lead not only to the loss of children who have already begun to fix useful habits, but also to the emergence of their feelings of dissatisfaction.

It should also be remembered that the child is very early, already on the first of the year of life, due to the peculiarities of his nervous activity, P. wrong upbringing may arise and consolidate bad habits(sucking your fingers, the failure is washed, use the pot, fall asleep only when making it, to get food from a plate, crumbling bread, shout and fall to the floor, requiring the desired, etc.).

An important task in working with the children of the first youngest group is to educate cultural and hygienic skills - opening, accuracy in everyday life, food culture skillsas an integral part of the culture of behavior.

Cultural and hygienic skills - An important part of the culture of behavior. The need for tidy, content in the purity of the face, hands, body, hairstyles, clothes, shoes are dictated not only by the requirements of hygiene, but also the norms of human relations. Teachers and parents should constantly remember that the skills in childhood, including cultural and hygienic, bring a huge benefit through his subsequent life.

Children should understand that in compliance with these rules, respect for others is being manifested that any person is unpleasant to touch the dirty hand or look at untid clothes. A sloppy person who does not know how to follow himself, his appearance, actions, as a rule, is careless and in work.

In order for children to master cultural and hygienic skills, it is necessary that furniture and equipment fit the physiological established standards. In group and other premises all conditions must be created for successful education of hardworking and culture skills: the presence of brooms for cleaning shoes before entering the kindergarten, brushes for cleaning clothes in the dressing room, mirrors and individual combs in the upper cells of towels hangers, aprons for duty on dining room, etc.

The desire of the child to fulfill the required rule (there is neatly, wash your hands before the appearance of foam, etc.) is largely determined by this action feeling pleasant or unpleasant.Therefore, it is so important that dishes, slices of soap, brooms, scoops, blades and other things and tools were beautiful and convenient for use. The atmosphere of meaningful activities and rational order is a sign of high overall culture of the preschool institution. And she, in turn, is an important condition for the effectiveness of the educational process.

To facilitate the child to develop new skills, it is necessary to make this process available, interesting and fascinating. And it is necessary to do it pedagogically finely, unobtrusively. At the same time, it is important to consider the age-related feature of children of the third year of life - the desire for independence.

Food culture often refer to hygienic skills. But its meaning is not only in the fulfillment of physiological needs. She has I. ethical aspect - After all, the behavior at the table is based on respect for sitting nearby, as well as to those who have prepared food.

With preschool age, children must learn certain rules: You can not put the elbows on the table while eating; It is necessary with a closed mouth, slowly, having chewing food thoroughly; take care of bread and other products; Correctly use cutlery. Mastering the food culture is not easy for preschoolers, but it is necessary to carry out the formation of these skills, it must be achieved that children ate with pleasure, appetite and neat.

During the younger preschool age, the child acquires a lot of skills, mastering which requires certain efforts.

Repeating repeatedly in various regime processes, actions such as independent dressing, combing, washing, etc., deliver joy to the child; Children are mastering that, as in which sequence should be done.

For easier mastering with a certain skill associated with its assimilation of membership in several operations. For example, when washing, the child first sues the sleeves, then lays his hands, carefully rinsing them without splashing water, and wipes dry.

The image of certain actions should be in mind the child before it proceeds to their practical implementation. Therefore, at first it is necessary to show the necessary action, and then the children already exercise in them.

It is necessary to remember another important feature of the formation of cultural behavior skills in kids: as children mastering new actions i want to repeat them repeatedly.In other words, the kids turn these actions into the game. The tutor, seeing this, is included in the game and directs the actions of the child to securing the skill. Repeating, therefore, the techniques of the right actions, small children begin to perform them more carefully.

First of all, it should be remembered: at the initial stage of assimilation of the skill to hurry children in no case, it is impossible to give them the opportunity to quietly perform mastered actions. Such a situation will allow you to save positively-emotional attitude. However, the need to fit into the time remained for the mode processes remains. Therefore, it is necessary to skillfully direct the efforts of children to more targeted actions. For this, it is effective, for example, indirect methods of warning promotion: "Look, children, as quickly and purely Tanya washed her hands. Now, Tanya, show how you can wipe them ", etc.

Other very effective method Mastering skills - using games (with doll, water, etc.). To strengthen the skill of the kid should be encouraged for successfully completed tasks. To master the babies of dressing techniques, you can include in the game of large dolls with sets of clothing. Having put on them a shirt and pants, sandals, a hat, children will learn faster to dress themselves. On the clothes of children should be sewn the loops. This will facilitate the skill formation gently contain clothing.

It is advisable to carry out collective games-classes, playing exercises that help the educator to equalize the level of mastering the skills by each child. These games include a variety of items, toys (combs, handkerchiefs, cutlery, brushes and coasters for shoes, mirror, pictures, photos, diamers, etc.). This contributes to the activation of both visual and motor analyzers of the child. The educator shows imitating actions with real objects, which in an imaginary situation helps the kids in the development of practical actions in vital regime processes.

The actions shown and mastered in occupations as a result of permanent exercises in everyday activity will develop into sustainable cultural behavior skills. In the future, these skills are starting to use in a wide variety of situations.

Pedagogical conditions for educating the culture of communication.

Methods and techniques for the formation of a culture of communication of children with adults and peers.

Culture of communication It provides for the fulfillment by the child the norms and communication rules with adults and peers based on respect and goodwill, using the relevant vocabulary and forms of treatment, as well as polite behavior in public places, everyday life. The culture of communication implies the ability not only to act in the desired way, but also refrain from inappropriate in this situation actions, words, gestures. The child should be learn to notice the state of other people. From the first years of life, the child must understand when you can run, and when you need to slow down the desire, because at a certain point, in a certain setting, such behavior becomes invalid, that is, to do, guided by a sense of respect for others. It is respect for others in combination with simplicity, naturalness in the manner to speak and show their feelings characterizes such important quality of the child as sociability.

Culture of communication necessarily implies speech culture. A.M. Gorky considered the care of speech purity by an important tool of the struggle for the total human culture. Culture of speech suggests the presence of a sufficient state of words from the preschooler, the ability to speak is concise, while maintaining a calm tone. Already in the younger, and especially in the middle preschool age, when the child is developing the grammar system of speech, learns to correctly build simple phrases, it is involved to call adults by name and patronymic, on "You", adjust the pronunciation, teach children to speak at a normal pace, without patter Or stretching words. No less important to teach a child at the same time. listen carefully to the interlocutor, calmly stand during the conversation, watch in the face of the speaking. With the educational and educational events organized by the teacher, the behavior, questions and answers of children are largely regulated by the tasks, material content and forms of children's organization. It is clear that the culture of communicating them in such processes is formed faster and easier. But it is equally important to educate the culture of communication in everyday life, in different kinds of their independent activities. On the other hand, the mastering of the culture of speech contributes to the active communication of children in joint games, largely prevents conflicts between them.

Communication is the main condition for the development of the child, the most important factor in the formation of a person, one of the main types of human activity, directed to the knowledge and assessment of itself through other people. Under communication It is understood by the interaction of people, the direction to coordinate and combine efforts to achieve the general result (M. I. Lisin). From the first days of the child's life, communication is one of the most important factors of his mental development.

In preschool age, four forms of child communication with adults are consistently replaced. (according to the classification of M.I.Lysina):

situational personality;
situational business;
incoming-cognitive;
putting-personal .

The content of communication, its motives, communicative skills and skills change. One of the components of psychological readiness for school training is formed - communicative. The child selectively refers to adults, gradually starting to realize his relationship with them: how do they relate to him and what they are waiting for him how he belongs to them: what awaits them. The norms of behavior learned by the child family are reflected on the process of its communications with peers. In turn, many qualities acquired by the child in the children's team are introduced into the family.

Interest in peers appears somewhat later than interest in adults. Communication of a child with peers is consigned in various associations. The development of contacts with other children is influenced by the nature of the activity and the presence of a child of the skills for its implementation.

Pedagogical conditions for educating culture of communication:

evaluation of the teacher of emotional manifestations of the child: What mood it most often comes to the group how comfortable it feels in kindergarten;
communication and interaction of the child with peers and adults: the ability to come into contact, take into account the emotional state of communication partner, comply with the rules of culture of communication, mastering game and communicative skills;
personal traits of behavior: goodwill, friendliness, activity;
the ability to correctly appreciate the individual features of each child to choose adequate tactics in the education of the culture of communication and behavior.

A kindergarten group is the first social association of children in which they occupy a different position. In preschool age, various relationships are manifested - friendly and conflict, children who experience difficulties in communicating are distinguished. With age, the attitude of preschoolers to peers changes, they are evaluated not only by business qualities, but also on personal, primarily moral. This is due to the development of the ideas of children on the norms of morality, deepening in the understanding of the content of moral qualities.

The relationship of a child with children is also largely determined by the nature of the communication of the preschooler with the educator of a kindergarten surrounding it by adults. The style of communication of the teacher with children, its value installations are reflected in the relations of children among themselves, in the psychological microclimate of the group. Thus, the success of the evolution of his relationship with peers has an important impact on the development of the child. As a result, there is a unified system for the formation of a communicative function of a child, the development of his personality.

It is known that communication is carried out using various communicative means. An important role is played by the ability to externally express its internal emotions and correctly understand the emotional state of the interlocutor. In addition, only in relationships with peers and adults it is possible to prevent various deviations in the development of the child's identity. This involves the accounting for the characteristic forms of the child's behavior in different situations, the knowledge of the difficulties arising in interpersonal communication.

The game - Pedagogical alphabet of communication. It is of great importance in the education, training and development of communicative activities of children of preschool age. The psychological impact of the game is the development of the main mental processes, the abilities of the child, the volitional and moral qualities of the person. The game forms the initial forms of self-esteem, self-control, organized, interpersonal relationship Among the peers. There are various means of communication in the game: movements, gestures, facial expressions, pantomimics, emotions, sensories, attention, memory, thinking and speech.

The goal of the game, two aspects of the goal: informative (learning how to act with objects), educational (Training to cooperation, forms of communication and relationships with other people). The game exists gaming rules: Rules of action and communication rules. The educator must exercise proper selection games in accordance with the age of the child, their conduct and analysis of the results. It should use such types of psycho-treatment games for children of preschool age like, fun games, plot role-playing games, task games, competition games, individual and joint games.

Pedagogical impact of the teacher in the course of communication with the child: direct(Explanation, display, indication, approval, censure, etc.), indirect (through other persons, game, fairy tale, song, music). Emotional and positive forms of communication should be used. Expressive movements (Mimic, Pantomimik, Vocal Mimic) - the engine component of expression of various emotional reactions, emotional states, play an important role in the process of communication.

Must be used methods of learning to expressive movements: Playing etudes with a consistent study of poses, gait, etc.; staging using various emotional states; recognition by children of emotions, their analysis and comparison; Methods for using auxiliary means of communication in the process of teaching children to the skills of adequate perception and expressions of emotions, strengthening certain types of neustal communication: Mimic in drawings, pantomime in drawings, free and thematic drawing, musical accompaniment.

All this develops the culture of communication of children with both adults and with their peers.

and the possibilities of children.

The culture of activity is manifested in the behavior of the child in class, in games, during the fulfillment of labor orders. To form an activity culture in a child - it means to bring up his ability to keep the place in order where he does, worries, plays; habit to bring the work started to the end; Carefully treat toys, things, books.

To determine the culture achieved in the upbringing, it is possible to use such indicators as the ability and desire of the child to work, interest in the work performed, activity, independence; manifestation of volitional effort in achieving the desired result; Mutual assistance in the team of peers.

Already in preschool age, children should gradually form a moral and volitional aspects of behavior. As a result, children over four years in their actions are increasingly beginning to be guided by the motive of public benefits: to restore order in the group or help get dressed newly, so that all together went for a walk in time; Perform crafts for the game, as a gift Mom, kids.

An important task of moral education is the formation of psychological readiness for labor in children of preschool age. Interest in what makes adults in kindergarten, at home, willing to fulfill the instructions of the teacher, nanny, parents, satisy activity, and then independence in dressing, food and in other regime processes can be raised already aged 1.5-3 years.

It is possible to achieve this, provided that the age-related activity of children is taken into account, the task of formation has been solved satisfied independence in everyday life (in self-service), in games and in class. Independence is the most important quality of the emerging personality, its need. If it is not necessary, by the end of the third year, the child may have a "crisis of behavior", expressed in flashes of negativism, whims.

Primate processes - Washing, dressing, sleep, meals, etc. - Provide favorable opportunities to educate culture of behavior. Repeating repeatedly, they strongly affect the formation of a child's sense of time, the necessary activity, independence in behavior.

As the relevant skills of the "independence" of children are gradually expanding. So, gathering for a walk, it is necessary not only, without distracting, getting dressed, but also help a comrade. And how nice to ask for a friend, thank him for the service and offer your help: "Valya, tie me up, please, scarf ... thanks ... Now let me get up!"

From time to time, the teacher must specifically vary the situation in which children eat, wash their hands, dress:

Children, today we celebrate the birthday of Sveta, Valerik and Toli! Tables will be in one line; We put fruit and sweets in the vase.

Such variations of conditions gives learned skills greater flexibility, awareness and the fact that the entire system of moral behavior of the child is improved.

In children, on the fourth year of life, independence continues to be formed, the ability to overcome small difficulties. More complex requirements for performing actions during regime processes are imposed (together with adults to cover the tables, prepare various materials for games and classes). Gradually, children are granted all greater independence, bypassing the action of action, it is possible for independent exercises in cultural behavior.

Observations show that not all children follow the order in the group: knowing that toys need to be removed in the "houses", they still do not remove them. Do not always make it some children, and after reminder of the teacher. If the teacher, using the game reception, says, for example: "Guys, the car is not in the garage, it will burst in the rain, let's save it," and he himself turns on the gameplay, children respond more willingly. In other words, an adult, attracting various means and using various forms, must be thin and unobtrusively, but persistently encourage children to action until they get used to work independently.

The development of children is not only in domestic activities and labor, but also in the conditions of training in classes. An important culture rate of activity is a natural traction for interesting and informative classes.

It is important that the pedagogical task and methods of its decision correspond to the actual level of child development, their age capabilities. If the task is too simple or too complicated, then the child's interest in it disappears. The items, benefits that teacher use in the lesson playing a major role in conducting classes with young children. They must be bright, attractive interest in children.

But young children are not enough to see the subject. They always have a desire to touch him, examine, act with him. That is why at an early age the leading learning method is visual-effective. When using this method, children are given the opportunity not only to watch, listen, but also to act with the subject, to answer questions, i.e. show activity, independence, emotional attitude to the subject.

Efficiency of classes is determined by the ability of children to apply the knowledge gained in independent activities.

In the formation of a culture of communication and behavior, it is necessary to adhere to certain stages:

Stage I: Diagnosis of formation of culture levels of behavior.

Methods No. 1. Study of communicative skills.

Purpose: To identify the formation of communicative skills in children.

Methods No. 2. Study of the organizational skills of children in joint activity.

Purpose: To find out the degree of formation of the organizational abilities of the child in joint activities with peers and the impact of these skills on the relationship with peers.

Methods No. 3. Study of skills of communication culture.

Purpose: To identify the skills of the culture of the child's communication, find out what relationships prevail in communicating with peers, as conflicts often arise and how the child decides.

Methodology No. 4. A series of conversations on the topic "Culture of the behavior, speech of children."

Purpose: Identify the knowledge of children about the culture of behavior in various situations, to give way to each other, come with their desires in favor of Comrade; To identify an understanding of the children of the words friendship, a partnership, honesty.

II-III Stages: Tasks, content and methods for the formation of a culture of communication and behavior, the process of their formation.

Table 1.

Pedagogical methods and techniques

formation of culture of communication and behavior

in various types of children's activities.

Tasks	Cognitive activity	Game activity	Independent activities
Identification of the formation of the skills of culture of behavior in children, respectful attitude towards others. Develop and educate conscious mutually friendly	"In the world of polite words", "acquaintance", "cultural environment". Reading the work of V. Sayeva "Magic	D / and "polite cat", "good and bad", "bring me water." S / r. Game "Shop". Game - travel using a problem situation;	"A box of good deeds." Consider and discussing plot pictures on the topic "On Good People". Staging the fairy tale "Kolobok";
Tasks	Cognitive activity	Game activity	Independent activities
relationships with peers. Develop the ability to apply to an adult by name and patronymic, to connect direct appeal with the expression of joy.	word". The conversation "Why is you needed". Exercises using polite words and expressions, etc.	Game "Merry releasing"; The training game "My Feelings."	View the cartoon "Snow White and Seven Dwarfs"; Evening of mysteries, patter, proverbs about friendship, partnership.
To acquaint with traditional greetings, form the skills of polite conversation on the phone, develop the ability to get rid of bad habits and contribute to the formation of useful habits, develop good, warm relations between children.	Classes: "Morning greeting", "polite conversation on the phone", "Debt good turn deserves another". Reading proverbs and sayings about friendship, partnership. Reading a poem A. Barto "Bear - Nevezhka", etc.	D / and "tease, offend"; D / cognitive game "What is good and what is bad"; With / role-playing "call table"; Gaming situations.	"Individual exhibition of the drawings of each child"; The game "Mother's daughter"; Creating an album "Here we are!"; The wall-didactic game "ABC of moods"; Guessing mysteries.
To form the skills of the culture of behavior in everyday life. To teach your opinion on the implementation of the rules of culture of behavior. Find definitions to assess the behavior of real people. Teach refer to those surrounding with care and patience.	Classes: "Cultural man"; Crossword solutions; Reading the poem E.Karganova "On the bus"; Quiz "Rules of Culture of Conduct", etc.	S / r. The game "Guests is always happy"; Game "Tangle"; Theatrical activity: "Tale of a stupid little mouse"; D / and "our kind words"; Game situations; The game "Polite River", etc.	View illustration for works by S.Y. Marshak; Listening songs from the cartoon "Leopold Birthday"; Consider the book of D. Pharms "Public Transport Behavior", etc.
Teach to see the connection between your actions and actions of adults. To acquaint with the rules of the relationship of people with each other. Form a conscious understanding of significance	"We and adults"; Occupation: "Visiting Masha"; "Ethics Rules"; Reading art	Collective games with dolls; N / D game "Love beautiful"; Gaming situations: - Call to the Reference Bureau; D / and "bring me	Game "Ladushka"; Game "Going to visit"; "Choose me" game; Browsing illustrations for the work
Tasks	Cognitive activity	Game activity	Independent activities
relative relations. Teach children adequate forms of behavior.	literature; Conversation "On the partnership"; Conversation "About friendship"; Occupation "Brothers and sisters".	water"; D / and the "Flower of kindness"; Game-occupation "Book Doctor".	K. Chukovsky "Moydodyr"; Making individual albums "What a child loves"; Draw a portrait of a kind, polite person.
To shape the confidence in the child that adults love him, like all other children. Fasten the skills of the careful relationship to things. Develop the ability to get rid of evil habits and contribute to the formation of useful. Teach to restrain negative motives, avoid conflicts, find words to assess behavior	"Guests are always happy"; Reading Russian folk fairy tales; Conversation: "Brothers and sisters"; Drawing up stories about the rules of behavior. Reading the children of the book N.Nosov "Adventures of Links and his friends"; Occupation: "Debt is a payment is red."	"Domino - how to properly"; The theater opens: a puppet performance based on the fairy tale "Zayushkina Hut"; S / r game "We will send Katya tea"; S / r game "Kindergarten"; N / game "Polite River"; N / Printing game "Rate Action"; The game "I entered well when ....".	Independent viewing of children with drawings E. Starushina; Creating a problem situation during regime moments; "Tell me the poems with hands" (M. M.Makovsky "What is good, what is bad"); Evening of mysteries, patter, proverbs about friendship.
Teach refer to those surrounding with care and patience. To form the skills of the culture of behavior in public transport. Form the skills of polite conversation by phone.	Lesson: "tease, offend"; "With friends"; Conversation about the culture of behavior; Occupation: "I am a passenger"; Reading a fairy tale nose "Live Hat" and a studied discussion.	Creating a problem situation. S / R game "Mother's daughter"; Game Situation: "Mom's Call"; Dramatization of the fairy tale "Two greedy bear"; Conversation by phone.	Postcards cut in half "the best acquaintance"; View books with the works of A. Barto, V. Zeeva; Song listening to V.Shaliapina "Smile"; Talk on the phone; View the cartoon "Kitten Gav".

At the same time, organizing an educational process in various types of children's activities, the educator may adhere to the following sequences In mastering the children of the rules of culture of communication and behavior:

1st step. Attracting the attention of children to the problem, to the relevant rule and method of culture of behavior.

Teacher's task:cause children interest in the behavioral problem, the desire to resolve the situation.

Pedagog Actions:introduction to the situation, the story of the educator or game character, showing the stage, video, pictures.

2nd step. Discussion with children problems (events, situations).

Teacher's task: Cause in children the desire to speak out, contact your personal experience in a similar situation.

Pedagog Actions:the formulation of problematic issues, appeal to feelings and experiences of children, attracting examples from personal experience (children in the group, teacher himself, children from another kindergarten), targeting various solutions to the problem (what to do).

3rd step. Formulation of the rule of behavior in such situations and circumstances.

Teacher's task: Move the children to independently formulate the rule and list the corresponding ways of behavior.

Pedagog Actions:support children's autonomy, encourage activity in statements, offering for discussion different variants, give the final formulation of the rule.

4th step. Visual fixation of the rules and methods of its implementation.

Teacher's task: Answer the fantasy of children, activity in finding a form of visual fixation of the rules and methods of its implementation.

Pedagog Actions:encourage the initiative and activity of children, to offer different material For the implementation of the plan and proposals of children (paints, markers, stencils, pictures, symbolic images).

5th step. Practical playback of situations of communication or behavior related to the implementation of the rule.

Teacher's task: Exercise children in practical rules to resolve the situation.

Pedagog Actions:create a problem-gaming environment, involve children in the situation of communication, to provide support in choosing a way to resolve the problem situation, to include them in the discussion.

6th step. Emotional completion of the situation.

Teacher's task: Secure the positive emotional impression of children, aim to independently perform the rules in communication and behavior.

Pedagog Actions:express your satisfaction with the actions of children and finish the emotional moment - the song (for example, "from a smile will become all the light") or a common game.

IV Stage: Interaction with parents for the formation of culture of behavior in children.

A large place in the organization of interaction occupies communion of teachers with parents. Parents need to keep up to date with events, creating opportunities for familiarization with the work of a kindergarten on open occupations, when visiting various common events; place information in the "corner for parents"; Organize special exposures and exhibitions of children's work.

Positive results in the formation of culture of behavior in children are achieved with a skillful combination of various forms of cooperation of educators and parents. In this case, it is advisable to use both traditional and new forms of work.

Parental meetingsgroup and general are carried out. At meetings, you can inform parents about the achievements and problems of children related to the assimilation of the norms and rules of culture of conduct.

Conversations.Most often, the subject of conversations can be children's fears, attitudes towards the child of peers, the mood and tastes of children, their interests and needs. We can recommend such topics for conversations:

"Why do you need friendship?"
"How to avoid quarrels?"
"What is afraid of a child?"

Individual and group consultations.Parents of different groups that have the same problems can be invited to group consultations. Consultations are assimilated by parents of certain knowledge, skills; Help them in resolving problematic issues.

Team work.You can organize a variety of types of joint activities of children, parents and teachers. The experience of organizing such work with parents shows the effectiveness and effectiveness in the formation of culture of behavior.

Topics:

formulation of general performances;
production of collective panels according to certain topics, etc.

Trainings.New and effective form of work with parents. Proposal to parents together discuss any situation.

Topics:

"Your child sometimes does not remove toys behind him."
"Toys in the child's life."
"Exposure of family photos."

In the process of working with parents, the teacher reaches unity in solving educational tasks, in the use of funds, methods of influence on children and the provision of great care in the formation of culture of behavior from preschoolers. The performance indicators of the work will be increased by the activity of parents in discussing issues of education in conversations, numerous questions for the teacher, discussion of examples from their own experience, the need for individual consultations, and in the end - positive results in the formation of the culture of behavior and moral appearance of the child.

The leadership of the behavior of children should combine control with the idea of \u200b\u200breasonable independence. Only then arise the habits of moral behavior. It's one thing when the child behaves as it should, because he is under the attention of the educator and is completely different when he also behaves in his absence. Only in this case can be considered that the rules of behavior, steel for the child norm. Gradually, children are formed the habit of following cultural requirements and in personal behavior and in relationships with other people. As a result, senior preschoolers acquire the necessary social competence, which indicates readiness to apply the developed cultural skills and socially-value ideas in the new conditions of school education.

REFERENCES.

Bure GS, Ostrovskaya L.F. Educator and children. - M., Enlightenment, 1979.
Education of culture of behavior in children of preschool age. S.V. PETERINA.- M.: Education, 1986.
Preschool pedagogy with the basics of educational and training techniques / ed. A.G.Gogoberidze, O.V. Fell. - St. Petersburg, Peter, 2013.
Moral education in kindergarten / ed. V.G.Nechayeva and TA Markova. - M., Enlightenment, 1984.
Shipitsina L.M., Festorrelskaya O.V., Voronova A.P., Nilova T.A. Alphabet of communication. Development of the child's personality, communication skills with adults and peers. - SPB.: "Childhood-Press", 2003.