Card file of conversations with children on moral education
Alfiya Vasilyeva
Card file of conversations with children on moral education
Card index of conversations
on moral education
in children in the middle group
card-1
Why do they say "hello"
?
Goal: To form in children the basic rules of etiquette when meeting. Introduce greeting methods. Reinforce ideas about the importance and necessity of using “kind words”
in colloquial speech, to arouse the desire to use them.
card-2
"My good deeds"
Goal: to deepen children’s understanding of kindness as a valuable, integral quality of a person. Improve communication skills (the ability to listen to a friend, sincerely express one’s opinion, show kindness to the opinions of other children, cultural communication skills with peers. Achieve friendly intonation expressiveness of speech. Cultivate in children friendly relationships, feelings of self-esteem and respect for others, the ability and desire to come to helping adults and peers.
card-3
"What is kindness"
Goal: To form children’s idea of kindness as an important human quality. Encourage the desire to do good deeds; strengthen children’s ideas about good deeds, understand that polite words help people communicate. Form moral ideas about kindness. Cultivate kind feelings towards people around you.
card-4
"Hurry to do good"
Goal: Continue acquaintance with the polar concepts of “good”
and
"evil"
.
Form a conscious attitude towards social norms of behavior, consolidate the skills of friendly behavior in everyday life. Introduce ways to resolve conflict associated with feelings of anger, as well as ways to manage and regulate mood. Continue to cultivate friendly relationships between children .
card-5
“If you are kind...”
Goal: To develop in children the need for friendly communication with others, to consciously show empathy and perform kind deeds. To teach to understand the meaning of proverbs about goodness, the ability to associate the meaning of a proverb with a specific situation. Teach children to show kindness and responsiveness to everyone who needs it.
card-6
"Polite words"
Goal: To teach children the rules of etiquette, forms and techniques of communication when meeting with acquaintances and strangers, the rules of using greetings. Help overcome shyness and stiffness in children. Develop the ability to express your opinion in a cultural way, listen carefully to your interlocutors . Teach formulas for expressing polite requests and gratitude.
card-7
"Accidentally and on purpose"
Goal: to develop moral feelings - regret , sympathy; develop gaming communication skills without hurting your partner’s interests.
card-8
"Learning to forgive your friends"
Goal: to develop children’s ability not to be offended by each other; develop the ability to distinguish between an accidental mistake and an intentional one and react accordingly; lead children to understand the words “peace-loving”, “touchy”.
card-9
"Why do there be fights? "
Goal: to develop communication skills in children; develop an understanding of the meaning of norms and rules of behavior among peers; cultivate the habit of behaving with dignity in every situation.
card-10
"Dreamers and liars"
Goal: to develop the ability to distinguish between deception and fiction, fantasy; develop a desire for truthfulness and tact.
card-11
" Let's make it up "
Goal: develop the ability to restrain negative impulses, avoid conflicts, find words to evaluate behavior. Teach children to be responsive and sensitive.
card-12
"A good friend is a friend in need"
Goal: to form the idea that a true friend knows how to empathize and help in difficult times; develop the ability to be merciful to each other.
card-13
"How to behave during a conversation"
Goal: to introduce children to the rules of behavior during a conversation.
(Speak in a polite tone. Use "magic"
words.
Look into the face of your interlocutor .
Don't keep your hands in your pockets. You shouldn't eat while talking. If two adults are talking, the child should not interfere in their conversation, much less demand that it stop). card-14
"Kind angry"
Goal: To teach to give a moral assessment to the actions of heroes, to cultivate a desire to be kind and humane. To help you understand that a kind person can be called a person who always helps others and does not remain indifferent in situations that are difficult for other people.
Teach to distinguish good deeds, create a desire to do good deeds towards people around you.
card-15
"Truthfulness"
Goal: To form ideas about the moral concept of “truthfulness”
, teach to give a moral assessment of the hero’s action, help to understand that a lie does not decorate a person.
card-16
"What a friend should be"
Goal: To form ideas about positive character traits and moral actions , to deepen ideas about friendship. Cultivate respect , patience and friendliness towards your comrades, teach them to correct their mistakes, and ask for forgiveness in conflict situations. Teach children to be responsive and sensitive.
card-17
"Be neat and orderly"
Goal: To teach children to take care of their appearance. Help you understand that well-mannered person always looks neat.
card-18
"Truth is not true"
Goal: To explain to children that they should not deceive others, that they should always tell the truth, that truthfulness and honesty always please adults, that these qualities are highly valued in a person, that they are praised for telling the truth. Help children understand that any lie is always revealed, and the person who lies feels guilty not only for his own offense, but also for the fact that he told a lie.
card-19
"Goodwill"
Goal: to continue to instill in children a negative attitude towards rudeness. Explain to children that the one who teases not only offends others, but also causes harm to himself (no one wants to be friends with such a person)
.
card-20
"Games without quarrels"
Goal: Explain to children that a quarrel interferes with play and friendship. Learn to resolve controversial issues, avoid quarrels, do not get angry at losing, and do not tease the loser.
card-21
"Politeness"
Goal: To teach children to use polite words, develop appropriate skills of cultural behavior, observe the rules of etiquette, using the example of images of literary heroes, stimulate positive forms of behavior and inhibit negative ones. That you need to communicate with others calmly, without shouting, that you should express your requests in a polite tone.
card-22
"Thrift"
Goal: To teach children to treat things with care and precision, otherwise they will quickly lose their appearance and become unusable. Teach to appreciate the work of those who made this thing, who bought it, earning money.
card-23
"Mutual Aid"
Goal: Explain to children that all people sometimes need support, but not everyone can ask for help; It is very important to notice the person who needs help and help him. That you need to help not only acquaintances, but also strangers.
card-24
"Striving to Help"
Goal: To develop emotional responsiveness, the desire to help, showing empathy. Teach children to be responsive and sensitive.
card-25
"Generosity and Greed"
Goal: To reveal the meaning of the concepts of “greed”
and
"generosity"
. Develop the ability to evaluate your attitude towards positive and negative actions. Understand that being greedy is bad, but generous is good.
card-26
“Why you need to be able to give in”
Goal: to teach children to avoid quarrels, give in and negotiate with each other. Develop the ability to evaluate your attitude towards positive and negative actions.
card-27
"Steps of Kindness"
Goal: based on the content of Russian folk tales, to form in children an idea of justice, courage, modesty and kindness, to cultivate a negative attitude towards negative qualities: lies, cunning, cowardice, cruelty. Learn to convey your attitude to the content of the fairy tale and the actions of the characters.
card-28
"It's better to be kind"
Purpose: To give children an idea of an indifferent, indifferent person and his actions. Teach children to distinguish between the external manifestations of an emotional state (anger, indifference, joy)
. Learn to analyze actions, find the cause of the conflict, ways to resolve conflict situations and promote their assimilation in behavior. Generalize the idea of kindness and evoke the desire to do good deeds.
MAGAZINE Preschooler.RF
Summary of a lesson on social and moral education in the preparatory group “Boys and Girls”Nakhodka MBDOU TsRR d/s No. 5 “Dolphin” in-l: Salivonchik L.A.
Goal: To form an idea of the differences between boys and girls - both external and in character traits and behavior. To form the prerequisites for masculinity and femininity, which manifest themselves in relation to representatives of the opposite sex. Form an emotionally positive attitude towards fulfilling a future social role. To develop the ability to use elements of speech-evidence. Foster a culture of communication with partners of the opposite sex in various situations and gaming activities.
Activation of vocabulary: charming, broad-shouldered, elegant, graceful, charming, pretty, young man, muscular, tall, etc.
Preliminary work: Reading a fairy tale and watching the cartoon “The Sleeping Beauty” by Ch. Perrault, memorizing the poems “Boys and Girls” , “All the girls are laughing…” , “All the boys are naughty…” , making fashion magazines for girls and boys (consolidating men’s and women’s clothes), organizing a photo exhibition of children's photographs, questioning parents on the topic: “Socio-moral education of preschool children ,” conversations on the topic of moral education, didactic games, learning songs about friendship, learning a pair dance, etc.
Equipment: pads for each child, next to the pad there is an attribute for a girl or boy (hairpin, car, doll, etc.), attributes for a game to remember the age sequence (wigs, clothes for women, men, grandparents, bags and etc.), attributes for the dramatization game “Sleeping Beauty” , tables for the game “Who is Stronger” , sheets and pencils for drawing, gifts for girls and boys (prepared by parents), musical accompaniment, a song about friendship, “Smile” , “What, what are our boys made of...”
Progress of the lesson:
Show me your beautiful eyes, give me your beautiful smile and I will give you a poem (reading the poem by V. Tovarkov “Why do they say that?”):
Kindergarten, kindergarten... Why do they say that? We are not aspen trees, we are not rowan trees.
Arina, Roma, Dashenka - These are not cherries! Kindergarten, kindergarten... Why do they say that?
We are not leaves, We are not flowers, Blue, scarlet - We are little guys!
Kindergarten, kindergarten... Why do they say that? Because we are growing together as one family!
That's why they say: There is a kindergarten in this house!
V-l: Who did you just listen to a poem about?
Children: About us, about children who go to kindergarten.
V-l: I’ve known many of you for 5 years, but I want to meet you again. A game to develop children’s self-awareness “Who are you?” .
Children: I am a boy, I am a person, I am a girl, I am Ilya, I am Arina Olegovna, I am Kozyrev, I am a relative, I am a grandson, I am a sister (brother), I am a daughter (son), etc.
V-l: You see, it turns out that I don’t know everything about you, you are all so different, not similar to each other. But I know one thing for sure: you are very friendly, you can come to each other’s aid, and you don’t offend others. I want you to always be so different, to remain yourself, and only friendship could unite you. Let's show everyone how friendly we are.
Exercise “Friendship begins with a smile . Stand in a circle, hold hands, look into each other’s eyes and silently give everyone, in turn, the kindest smile you can. (The music “Friendship Begins with a Smile” ).
Your smiles strengthened your friendship even more.
When we met you, I heard that among you there are girls and there are boys. Well, divide me into girls and boys, and I’ll see who they are. Now, prove to me that you are girls (the girls read the poem “All girls laugh ..." )
All girls are gigglers. They love glitter and trinkets, Secrets, girlish secrets, TV series and candy.
A master at chatting, they can dance until the morning. I am like them in everything, So what, so what?!
In some ways I am unique and beautiful with my beauty, even if a little stubborn, all the same - “I’m the best!” ...
And now the boys will prove to us who they are (reading the poem “All boys are naughty…” )
All the boys are naughty boys. They love sports and military books, cars, soldiers, construction sets and chips.
They love to build, war games, They can read for a long time with dad, I am like them in everything, So what, so what?!
In some ways I am unique, Courageous, handsome, obstinate, Even if a little stubborn, Still - “I’m the best!” ...
Thank you for reading such poems and I invite you to sit on the pillows for further conversation, but you choose who sits on which pillow yourself, but at the same time you should not forget that you are friendly and know how to negotiate using words. (Near each pillow there are attributes for a girl and a boy; the child must determine for himself who is playing what games, be able to negotiate (if necessary) and sit on the pillow next to which lies the toy that corresponds to his play activity).
V-l: Dasha, why did you sit on this particular pillow?
Dasha: Because there is a doll next to her, and girls play with the doll, and boys play other games, etc.
V-l: Are you trying to tell me that boys and girls are somehow different from each other? Well, then what?
Children name the difference between boys and girls by appearance (hairstyle, clothing, use of jewelry, etc.), physiological characteristics (body structure, description of figure, voice structure, etc.), children's play activities, children's names (male , female, when boys become dads, their names turn into patronymics).
V-l: Now let’s imagine that you have matured a little, and who have you become? (Determination of age sequence).
- Girl - girl - woman - grandmother
- Boy - youth - man - grandfather
I suggest you go into the future and show us all who will be like.
Children are offered a choice of attributes for all age generations (wigs, clothes, glasses, bags, jewelry, shoes, hats, a wand for grandpa, a ball of thread, knitting needles for grandma, etc.) The teacher determines which of the girls will be which, and which boy will be which, and the children dress up according to their role. After changing clothes, the teacher asks the children who’s name is and why he dressed that way.
- Natasha - Natalya - Natalya Sergeevna - Baba Natasha
- Vanya - Ivan - Ivan Alexandrovich - grandfather Vanya
Now I invite you to come with me and sit on the chairs. I have prepared for you another poem “Girlfriends” (A, Kuznetsova)
We quarreled with a friend and sat in the corners. It's very boring without each other! We need to make peace.
I didn’t offend her, I just held the teddy bear, I just ran away with the teddy bear and said: . ”
I'll go and make peace. I’ll give her a teddy bear, I’ll apologize, I’ll give her a doll, I’ll give her a tram And I’ll say: “Let’s play!”
V-l: Who and what do you think this poem is about?
Who are you friends with?
And why are you friends with this or that friend?
Why do quarrels happen? How do you make peace?
What do you think a boy should be like that children would like to be friends with?
Children: a boy must be smart, strong, dexterous, brave, be able to stand up for himself and for a girl, and must not deceive. Boys should not offend girls; on the contrary, they should protect them, help them, give them toys. A boy should not be weak, lazy, awkward, cowardly.
V-l: What should a girl be like that children would like to be friends with?
Children: a girl should be kind, neat, and able to do a lot. Should not be deceitful, evil, lazy, talkative, sloppy.
V-l: And now girls, let's give the boys the opportunity to show courage and dexterity.
Game "Cockerels" . (Boys stand opposite each other and, jumping on one leg, slap each other’s palms. Those who cannot stand on one leg are considered losers. Musical accompaniment is used). The winners are congratulated with applause.
Vl: And now we will hold a competition among girls. Our girls should be elegant, graceful, and boys will help them with this.
Exercise “Invitation to dance”
Many thanks to our gentlemen, without their help our ladies would not be so elegant and graceful.
We have visited the future, and now I invite you to dream up and find yourself in the past. The teacher invites the children to go with her and listen to one story.
Many, many years ago there were knights and beautiful ladies. Knights wore armor and fought for beautiful ladies, and the ladies were very well-mannered and noble. The knights understood that they were stronger, more resilient, and therefore could and should protect the weaker. Who was weak? Women, children, old people. That is why this knightly custom has remained since ancient times - to help, protect and take care of the weak. Therefore, a man always walks next to a woman, ready to support her. In the presence of a woman, men should not sit if she is standing. Coming out of the vehicle, the man offers his hand to the woman. He carries heavy bags for her. Only the woman carries a small handbag herself. She also keeps the house clean and tidy and creates comfort.
Surely you will do this too when you grow up. But there is something you can do for each other, boys and girls, right now.
Conversation “Our Relationships”
Q: What do you think a boy can do for a girl?
Children: provide a jacket, coat; to let people in front of you at the door; give up a chair; help cross a puddle, collect toys; protect if someone hurts the girl.
Q: How should a girl behave?
Children: must be able to accept help from boys, thank them or, if necessary, politely refuse by saying “thank you” ; should not be harmful, a sneak; must be economic; help boys take care of their appearance, etc.
Game “Who is Stronger” Let’s imagine that our boys are knights and hold a “knight’s tournament” and choose the strongest boy. The game is to place your opponent's hand on the table. The one whose hand is stronger wins. The winners receive applause.
Dramatization game "Sleeping Beauty"
And now we will remember the fairy tale by C. Perrault “The Sleeping Beauty” .
The girls take turns portraying the sleeping beauty. The boys come up to her and try to find good, kind, fairy-tale words that, in their opinion, could “wake up” the sleeping beauty.
All the boys are great, they woke up their beauties and it’s time for us to return to the present time.
V-l: Today we danced, played, thought. Both boys and girls can do this, and in this you are similar to each other. But still, boys are stronger than girls, and they can protect girls from various troubles. And you know about this verse.
Boys and girls - We are all equal, (read by a boy) Just remember (read by girls) Boys
About one thing they should: Girls are weaker than them, They can squeak, And their boys should
bravely defend.
V-l: To protect is probably to fight with someone.
Children:
- Help a girl get up if she falls;
- Find a mitten while walking so that her hands don’t get cold;
- Skip forward at the door and much more.
V-l: I learned a lot from you today in class, you learned a lot from me, but please explain to me what such beautiful girls and such cute boys are made of.
Children: girls are made of lipstick, bows, cosmetics, etc. The boys are made from airplanes, tanks, pistols, etc.
V-l: I suggest you dream up and draw each other a picture of who is made of what as a gift. (Children perform the task to the song “What, what are our boys made of...” )
At the end of the work, the teacher invites the children to give their drawings and gifts that they prepared together with their parents to each other.
Children exchange gifts to the song “Strong Friendship...” .
The teacher thanks everyone for their attention.
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Your psychologist. The work of a psychologist at school.
L.I. Baranova Extra-curricular activities to educate the moral culture of junior schoolchildren Methodological manual for teachers, educators, class teachersIntroduction
The main goal of education is a person of high culture and spirituality. The main content of this process is manifested in introducing children to a system of humanistic values, developing moral and aesthetic ideals in them, teaching them to morally evaluate their actions, as well as teaching students the correct choice of behavior in difficult life situations.
The formation of a value attitude towards the norms of social and cultural life and their assimilation, according to leading researchers of the process of moral education, is a dominant task in the education of children of primary school age, the successful solution of which is the basis for their further personal development. Educational programs for younger schoolchildren developed by Belarusian and Russian scientists are aimed at solving this problem. The effectiveness of the education of culture and spirituality largely depends on the influence of the family, the media, the nature of interpersonal communication in the primary team, public association. However, the leading role is played by targeted pedagogical influence carried out in the teaching and educational process of primary school. The teacher’s task is to form schoolchildren’s ideas about social norms, to evoke a personal attitude towards them, and to organize the life activities of students in accordance with these norms. A special place in this system is occupied by moral education, which is a long and complex process of “awakening and filling the soul” (V.A. Sukhomlinsky) until the desire for internal self-improvement, one’s own growth and manifestation of oneself as a morally educated person appears. Teachers have accumulated a wealth of experience in forming the foundations of moral and ethical culture among younger schoolchildren. At the same time, the possibilities for more effective education of students in this direction are far from exhausted. The level of children's cultural skills and moral qualities remains low. In modern conditions, the deficit of everyday culture of behavior and life activity is becoming more and more noticeable. Children are significantly influenced by the general low level of everyday and behavioral culture of society, the manifestations of which the child encounters on the street and in public places. Disrespectful attitude towards women, old people, disabled people, foul language, and rudeness, often observed by children, reduce the effectiveness of pedagogical influence and form a negative lifestyle. The difficulty is that in the elementary grades not only a new experience of behavior is formed, but also the past, habitual style of behavior and relationships is rebuilt and corrected. The experience acquired in the family does not always correspond to moral norms and rules. In order for the process of transition of external influences into the child’s inner world to be completely completed and acquire a real form of behavior, according to S. L. Rubinstein, a prerequisite is necessary: the influences must make a strong impression on the person and cause deep experiences in her. Outside of such conditions, external influences may turn out to be neutral for the individual, since in this case they do not activate the individual to process them. The passivity of the individual to perceive and process external information leads to the fact that the influence immediately fades away, without affecting either the feelings or consciousness of the student. Therefore, a conversation with children should not just be meaningful, but intelligent, moderately emotional, restrained and tactful, influencing not only consciousness, but also feelings, leaving students freedom of choice. It is at the age of 7-10 years that children are especially receptive to words, when a system of views on the world around them, people’s lives, and themselves in this complex world is formed, a system of values is formed that will be the basis of their future life. The predominance of competitive and entertaining forms in modern educational work discourages children from reasoning and negatively affects the level of education. The proposed manual aims to methodically provide the process of moral education of students, to contribute to the formation of the foundations of an ethical and elementary behavioral culture. It is advisable to conduct such classes starting from the second grade. This is due to the age characteristics of students, since the assimilation of moral concepts presupposes a fairly high level of development of consciousness and thinking of students. At the same time, we do not exclude that certain fragments of the proposed activities, materials and, especially, game exercises can be successfully used in the first grade. The manual contains developments of moral conversations, which can be conditionally grouped according to content as follows: - about the culture of everyday life; - about moral qualities; — conversations aimed at understanding the values of life (philosophical education). Classes on the culture of everyday life are largely intended for children 7-8 years old, while conversations about the essence of moral qualities and attitudes to the values of life are intended for older students. Each of the conventionally identified blocks is aimed at solving its own specific problems, includes the corresponding topic of classes, and involves the use of certain techniques, methods and technologies. Conversations about the culture of everyday life pose the task of explaining and instilling in students norms of behavior. Simple rules of life and norms of behavior include, first of all, such as culture of appearance, basic hygienic and physical culture, culture of speech, appearance, communication, behavior in public places, culture of life, aesthetic culture, etc. The following topics are offered in this block , like “Simple politeness”, “My phone rang”, “Culture of appearance”, “Guest etiquette”, “Theater is a temple of culture” and others. The formation of ideas and concepts about personality traits in younger schoolchildren is the leading task of the second block. Conversations “Win or Earn”, “About Selfishness and Unselfishness”, “Your Peers”, “About Boasting and Modesty”, “Generosity and Greed” and others should not only help students understand the essence of moral qualities, distinguish between positive and negative qualities, but and arouse the desire to form socially valuable personality traits. The theme “The Queen of Virtues and Her Subjects” generalizes knowledge about moral qualities and aims students at self-improvement and self-education. Topics of philosophical content (“About the soul and the spiritual world”, “What is important in life”, “What are conscience and shame”, “Who is truly rich”) do not occupy much space in the manual. They are quite complex for children, so they should take place when the students are “ripe” for such a conversation. At the same time, modern pedagogical science aims teachers from the elementary grades to form in students elementary ideas about human life as such, its basic laws and values (N.E. Shchurkova). It should be noted that some conversation topics combine the educational tasks of different blocks. These include topics such as “Dear Goodness”, “On Memory and Monuments”, “Culture of Behavior in the Temple” and others. In these conversations, a set of problems are solved, and behavioral skills, ideas about personality traits, and attitudes toward life values are simultaneously formed. The methodology for constructing a lesson on a moral and ethical topic presupposes a certain logic: - introductory part (introduction to the topic, updating knowledge, problematic issues); — clarification of the meaning of concepts, norms of behavior, moral essence of quality; — practice (game exercises, situation analysis, games); - conclusions. At the same time, it is important to diversify the types of activities, taking into account the age of the children. During the lesson, students think, read poetry, play, perform dramatizations, listen to music, and draw. The introductory part is usually short in time. The main thing here is to generate interest in the topic. At this stage, problematic questions, short poems, proverbs, game techniques, specific examples and reasoning about life situations, etc. can be used. To clarify concepts, norms of behavior, and the moral essence of personality traits, techniques such as the teacher’s story, listening and analyzing the text are recommended, work in microgroups to formulate concepts and rules of behavior, the “Unfinished Sentence” technique and others. A sincere and at the same time deep conversation is impossible without asking questions to the students. Formulating questions requires a high level of teacher skill. “The question asked by the teacher to the children,” writes Sh.A. Amonashvili, “is a cell not only of the methodology, but of all pedagogy. If you look at it under a microscope, you can recognize in it the entire direction of the learning process, the nature of the teacher’s relationship with students; you can get to know the teacher himself, because the question is the signature of his pedagogical skill” (Hello, children! P.37). Therefore, special attention in the development of ethical lessons is paid to questions for children on the topic under discussion. Preference is given to questions that awaken thought and make you think deeply about the motives of behavior (questions starting with the word “why”). Working with proverbs and aphorisms is traditionally widely used in ethical classes. We can suggest the following techniques for working with proverbs: - compose a short story based on the proverb; - draw a picture; - explain the meaning of the proverb; - give examples that reveal the meaning of the proverb; - come up with a proverb or add it; - make up a proverb from the given words. The older the children, the more opportunities there are to use elements of discussion in the lesson. For example, you can use the “Refute the absurd” technique (N.E. Shchurkova). Students are asked to comment on statements that are morally absurd. For example, the following statements are offered: Girls do not need to learn to be economical. A man should be gentle and affectionate. Discipline at school brings great harm, etc. Such statements can be easily formulated based on the poems of Grigory Oster. An important condition for the success of conducting ethical classes is the refusal of direct moralizing, edifying exhortations, and the creation of a favorable, trusting environment. In educational conversations, it is necessary to avoid direct suggestions such as: “you must follow the rules of behavior”, “but for some reason some children do not do this”, “you must not forget the magic words”, “let’s always be polite and kind”, etc. In the developments proposed in the manual, the teacher’s lengthy reasoning is used in rare cases - only where the children really cannot draw a conclusion on their own, or when it is necessary to explain a rather complex moral concept. This mainly concerns topics of philosophical content and conversations about moral qualities. A significant place in developments is occupied by situation analysis, which is organized both frontally and in groups. This technique helps to specify norms of behavior, connect them with practical experience, and most importantly, it teaches you to see, understand the moral essence (Why did the hero act this way?), evaluate the actions and actions of the heroes (Did he act correctly?), design your own behavior (How would did you take his place?). A variety of forms of organizing children's activities in ethical classes is one of the conditions for their effectiveness. In addition to frontal work, it is necessary to widely use group and pair work. The tasks solved by these forms of lesson organization are diverse: activating students, developing the ability to draw independent conclusions, the ability to collaborate, express one’s point of view, formulate conclusions, etc. In the experience of teachers, various methods of dividing students into groups are used: “Traffic Light”, “Seasons” ", "Star", "Magic Bag", by the number of syllables in the name, by lot, etc. Having united in groups, students draw posters, role-play situations, make a list of rules for student behavior, discuss questions proposed by the teacher, find a way out of a conflict situation, preparing skits. For example, the “Mosaic” technique. A group of students receive puzzle pieces and put them together. On the reverse side there may be a proverb, a key concept, a main conclusion or a question. Game techniques play a big role in working with students. In the introductory and final parts of the lesson, you can use interactive games “Give a Flower”, “Impulse”, “Ball”, “Carousel” and others, which contribute to the formation of communication skills and the creation of a favorable environment. The games “Four Corners”, “Swap Places”, “1, 2, 4”, “Collage” are effective in working on the content of the conversation. Reflection can be carried out using interactive games: “Wreath”, “Target”, “Islands”, “Case”, “Trash Bin”, “Double-sided Diary”, “Letter”, “Wish”, etc. For example, the game “Case” . The teacher says: “If you had a case that could only hold two pieces of advice from the handout, which ones would you take with you after our meeting? Why exactly these? Children also enjoy the "Correct the Mistakes" game. By carefully monitoring the behavior of Dunno or Ignoramus, children better learn the norms of behavior. The author's many years of research have led to the conviction of the exceptional importance of developing sustainable skills and habits of behavior, which should not only take place in ethical classes, ensuring their practical orientation and excluding the formal assimilation of norms of behavior, but also be consolidated in everyday life. This is one of the decisive conditions for the effectiveness of educational work in this direction. If children at primary school age not only learn moral concepts and norms, but also learn to implement them, a solid foundation for the moral and ethical culture of the individual will be laid. Experience convinces us that the most effective method in the formation of cultural skills is the method of game exercises, which is underestimated in the theory and practice of moral education of primary schoolchildren. It is advisable to include exercise games in ethical classes after explaining the relevant norms of behavior. When organizing a system of moral exercises with primary schoolchildren, it is necessary to enclose them in bright, unusual, exciting forms that synthesize play and exercise. This could be a game, replaying situations, pre-prepared mini-dramatizations. A major role in conducting ethical lessons is played by the teacher’s generalizations, which speak in an accessible form about the most important thing - the moral essence of phenomena, actions, and the motivation of behavior. In preparing the manual, we deliberately move away from schematism and offer the teacher fairly detailed developments, but at the same time we are convinced of the need to provide the teacher with freedom of choice when organizing the moral education of students. Work with the proposed material can be organized differently for different teachers. At the discretion of the teacher, using this manual, you can conduct both a series of classes and individual conversations that are caused by educational needs. Not all suggested topics need to be taught in a specific class. Much depends on the families in which students are raised, their level of education, and the moral atmosphere in the team. It is important to take into account the experience and level of pedagogical skill of the teacher, how successfully he uses the “Landmark” program (the “School of Humanity” project) in educational work with children. Taking into account the characteristics of the class, the teacher can use the proposed additional material. Solving the problem of spiritual and moral education, the content of the conversations includes materials from religious publications, Sunday school lessons - parables, quotes from the Bible. The use of this material also presupposes freedom of choice, taking into account the characteristics of the class, and the individuality of the teacher. It is possible to conduct conversations not with the whole class, but with a group of students. Moreover, there are themes that are designed to work only with boys or only with girls. Development materials can also be used for individual conversations with students and their parents. Let us note some more important pedagogical conditions under which the greatest effectiveness of classes on moral and ethical culture is achieved. Conversations must be confidential with obligatory observance of pedagogical tact. This is especially true for the content and methodology of conversations about family, sex education, gender culture, and behavior in church. Conducting ethical classes will be more effective provided there is a favorable moral style and tone of communication in the class, and a moral and psychological climate in the team. An important condition for the success of ethical classes is the relationship of moral education with academic work, the content of topics that are studied in literary reading lessons, in the “Man and the World” course. The effectiveness of classes largely depends on the interaction between school and family. To this end, we advise the teacher to post information for parents, which may include: the topic of the lesson, main questions, concepts, tips for parents, reminders on observing cultural norms of behavior. You can make a report, a message at the parent meeting on topics discussed with students in ethical classes, attract parents to prepare conversations, design visual aids - posters, memos, stands, etc. In conclusion, we emphasize that the main role in the process of moral development Students belong to the teacher. His example, pedagogical skill, his own conviction and the ability to convince, purposeful work on the moral education of students, the creation of a moral atmosphere in the class, understanding the importance of this area of work is the key to successful moral education of younger students. In the development of the manual, the scientific and methodological publications of M.A. Andrianov, O.S. Bogdanova, K.V. Gavrilovets, E.E. Grabar, Zh.E. Zavadskaya, D.V. Kalinina, M.P. Osipova, V.I. Petrova, V.G. Senko, M.A.Sanchits, I.F. Kharlamova, A.I.Shmshurina and others . The author is also grateful to the Department of Pedagogy and Psychology of Primary Education, students of the Faculty of Primary Education of the BSPU named after M. Tanka, practitioners for help in the testing of material and improvement of the manuscript.
Subjects of classes
1. Simple politeness 2. Your peers 3. Mine, someone else’s, common 4. Know how to be grateful 5. My phone rang 6. Dear kindness 7. How to quarrel culturally 8. Words are different 9. Share your smile 10. About our brothers smaller ones 11. Guest etiquette 12. About fairness 13. About rude people and brawlers 14. To win or earn money 15. Generosity and greed 16. Truth and lies 17. Our grandparents 18. How to behave in transport 19. I am the future housewife 20 About boasting and modesty 21. This quiet word “forgive” 22. He who respects work does not throw away bread 23. I want - I can’t - I have to 24. We love our capital 25. My family is my fortress 26. Not like everyone else 27. Culture of behavior in the temple 28. What is conscience and shame 29. I want to be fashionable 30. What is tact, moderation and delicacy 31. Who is truly rich 32. Friendship between boys and girls 33. About selfishness and selflessness 34. About qualities masculinity 35. So that the body “sings” 36. Know how to say “no” 37. About mercy 38. What is important in life 39. About frugality and thriftiness 40. Theater is a temple of culture 41. Noble knights and beautiful ladies 42. Can we joke? and have fun 43. The Queen of virtues and her subjects 44. About the soul and the spiritual world 45. About memory and monuments 46. The culture of appearance 47. About victory and winners 48. Where did I come from 49. Beautiful and ugly 50. Man among people
