Types of children's activities in kindergarten. Game as a leading activity

Types of activities in accordance with Federal state requirements

There are generally accepted requirements that all preschool institutions in the country must adhere to. Thus, the main types of children's activities in accordance with FGT include the gaming component, communicative, labor, cognitive and research, musical and artistic, productive, as well as reading.

The general education program in kindergarten should be carried out not only through the interaction of an adult and a child. The child must solve many problems independently. Such activities allow you not only to acquire new skills, but also to consolidate existing ones.

Federal and state requirements are developed taking into account the regime of children in accordance with their age. Based on this, the main types of children's activities must be planned, taking into account periods of sleep and wakefulness.

Types of children's activities and ways to support them

Svetlana Maltseva

Types of children's activities and ways to support them

1. The pedagogical dictionary notes that the concept of “initiative”

can be defined as an initiative,
“the first step”
towards the beginning of some action.

2. In the Constitution of the Russian Federation, in the “Concept for the modernization of Russian education”

, the Law of the Russian Federation
“On Education in the Russian Federation”
and other regulatory documents of the Russian Federation formulate the state’s social order for the education system: education of an initiative, responsible person, ready to make independent decisions in a situation of choice.

3. The Federal State Educational Standard states that one of the main principles of preschool education is to support children in various types of activities . Support for the initiative is also a condition necessary for creating a social situation for the development of children. At the stage of completion of preschool education, the targets defined by the Federal State Educational Standard include the following: • show initiative and independence in various types of activities ; • choose your occupation, participants in joint activities ; • demonstrate the ability to exercise volition ; • independently come up with explanations for natural phenomena and people’s actions; • demonstrate the ability to make your own decisions.

4. The development of children's initiative and independence is carried out:

IN DIFFERENT TYPES OF EDUCATIONAL ACTIVITIES . 1. gaming; communicative, cognitive-research, perception of fiction and folklore, productive, musical, motor, elementary labor; directly organized; in regime moments in independent; activities ; 5. Without independence, we will not get initiative. For a long time there was an opinion that a child is not yet a person. A small child is an inferior being who cannot think, act independently, or have desires that do not coincide with the desires of adults. The child must fulfill the requirements dictated by the adult without showing his own initiative and independence. “said and done” principle

.
And only recently have we adopted “positive”
approach to the development of a child: he has been recognized as having the right to be an individual. And independence is a faithful companion to personal development.

6.Development of independence:

The first stage is when the child acts in his usual conditions, in which basic habits were developed, without reminders and help from adults (we wash our hands before and after eating; we say “hello”

,
“goodbye”
,
“thank you”
,
“please”
; put toys back in place; clean up the room, etc.).

The second stage - the child independently uses familiar methods of action in new , unusual, but close and homogeneous situations (clean up order in the group; sweep the floor at grandma’s, etc.)

.

Third stage – long-distance transfer is possible. The rules have been mastered and the child uses them in any situation.

7.Characteristic features of developed independence:

a) the ability to perform work on one’s own initiative, to notice the need for certain actions (water flowers if the ground is dry; when you see a mess, eliminate it)

;

b) the ability to perform work without outside help, without the constant supervision of an adult;

c) consciousness of actions, the presence of basic planning (the ability to understand the purpose of the work, foresee its result)

;

d) the ability to give a fairly adequate assessment of one’s work and exercise basic self-control;

e) the ability to transfer known methods of action to new conditions.

8 The lag in the development of independence and initiative in preschool children is largely a consequence of improper organization of children’s activities and upbringing errors:

a) excessive regulation of activities ,

b) constant control and guardianship,

c) the predominance of direct methods of directing children’s actions,

d) teaching actions by directly imitating an adult’s display, etc.

9. Stages of development of a child’s independence of plans.

2-3 years - testing yourself in the external field (who I am)

;

3-5 years - the emergence of a conscious and verbally formulated plan and testing of my ideas in different areas (what I can do)

;

5-7 years - subordination of actions to a conscious sustainable plan, a clear subjective division of the spheres of initiative (where I can)

10 Initiative and independence in preschool children are formed gradually, one after another.

11 Ways and directions of supporting children's initiatives.

1. Joint activity between an adult and children , based on the search for solutions to a problem situation proposed by the child himself.

2. Project activities .

3. Joint cognitive and research activities of adults and children - experiments and experimentation

4. Observation and basic household work in the experimentation center.

5. Joint activity of adults and children to transform objects of the man-made world and living nature.

6. Creating conditions for independent activity of children in development centers

12. Children's initiative is manifested in the free activity of children according to their choice and interests. The opportunity to play, draw, design, compose, etc., in accordance with one’s own interests, is the most important source of a child’s emotional well-being in kindergarten . In the form of independent initiative activities in kindergarten, types of activities of the child can be carried out , since each activity has a unique impact on the development of different components of independence

13. Conditions necessary for the development of children's initiative.

1. Developmental subject-spatial environment.

2. The content of the developmental environment should take into account the individual characteristics and interests of children of a particular group.

3. The democratic style of communication between teachers and children should prevail in the group. 4. Educators and parents must develop children’s skills to choose activities and relationships in accordance with their interests.

5. Parents should be aware of everything that is happening in the child’s life: what he is doing, what new things he has learned, what he needs help with in his search.

14. Types and directions of children's initiative :

1. creative initiative - involves the child’s involvement in a story-based game as the main creative activity , where imagination and imaginative thinking develop;

2. initiative of productive activity - drawing , modeling, constructive modeling, where voluntariness and the planning function of speech develop;

3. communicative initiative - involves the child’s involvement in interaction with peers, where empathy and the communicative function of speech develop;

4. cognitive initiative - presupposes curiosity, involvement in experimentation, simple cognitive and research activities , where the ability to establish spatio-temporal, cause-and-effect and generic relationships develops.

15. Manifestations of children's initiative at different ages.

2-3 years

The priority area for the manifestation of children's initiative at this age is research activity with objects , materials, substances; enriching your own sensory experience of perceiving the world around you.

3-4 years

The priority area for the manifestation of children's initiative is play and productive activities .

4-5 years

The priority area for the manifestation of children's initiative at this age is cognitive activity , expanding their information horizons, and playing activities with peers .

5-6 years

The priority area for the manifestation of children's initiative in older preschool age is non-situational - personal communication with adults and peers, as well as information and cognitive initiative.

16. “Balance of adult and child initiative :

This is achieved not through a rigid separation of the spheres of domination of an adult and the freedom of a child, but through the flexible design of partnership activities , where both parties act as central figures in the educational process and where pedagogical interests and the interests of a specific group of preschoolers meet, and are not opposed.”

Recommendations for teachers to stimulate the initiative of children's creative activity.

1. Providing a favorable atmosphere. The goodwill on the part of the teacher, his refusal to express assessments and criticism of the child contribute to the free manifestation of divergent thinking (it is characterized by speed, flexibility, originality, accuracy)

.

2. Enriching the child’s environment with a wide variety of objects and stimuli that are new to him in order to develop his curiosity.

3. Encouraging the expression of original ideas.

4. Using a personal example of a creative approach to problem solving.

5. Provide opportunities for exercise and practice. Widespread use of divergent questions across a wide variety of areas.

6. Giving children the opportunity to actively ask questions.

7. Systematically enriching the life experience of children.

8. Collaborative (educational)

games between a teacher and children aimed at imparting gaming experience to them.

9. Timely changes in the subject-play environment, taking into account the enriching life and play experience of children.

10. Activating communication between an adult and children, aimed at encouraging them to independently apply new knowledge in the game, ways to solve game problems, facilitating children’s interaction with each other.

Play activities in kindergarten

The game can rightfully be called the main activity in a preschool institution. Role-playing games help the development of personality, active ones contribute to the rapid physical development of the child. Any training is much more productive if it is interesting to the child. It is no coincidence that many educational programs are built in the form of a game.

The entire preschool age of a child can be divided into two groups. In early preschool age, games largely acquire an objective character. Children explore the world around them visually. They try to distinguish one object from another and taste it. In older preschool age, children already begin to interact with each other. Role-playing games are becoming popular. And if the teacher organizes the educational process correctly, it will be possible to teach children writing and reading in the form of a game. All types of children's activities in kindergarten should be related to it to one degree or another.

Characteristics of the main types of activities of children and features of their organization in preschool educational institutions

Definition 1
Activity is a process (processes) of active interaction between a subject and an object, during which the subject satisfies any of its needs and achieves a goal.

The leading activity of a preschool child is play. It is in play that a child has the opportunity to “try on” various social roles; in the process of play, children develop speech, thinking, imagination, cognitive processes and form the necessary practical skills.

There are the following forms of organizing the game:

1. A role-playing game is a game that involves a certain plot and the distribution of roles between participants.
2. Theatrical games are a variety of role-playing dialogues, dramatizations, imitation games, improvisation games and dramatizations.
3. Director's games are games that use character toys or substitute objects.
4. Fantasy games are games that are mainly represented by TRIZ technologies.
5. Games using building materials (cubes, building sets, natural materials, etc.).
6. Experimentation games – games using a variety of materials (water, ice, light, paper, magnets, etc.)
7. Didactic games - represented by board-printed, word games and games with objects.
8. Intellectual development games are games that use puzzles, mazes, etc.
9. Outdoor games - represented by plot, plotless, folk, sports, etc. games.

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Regardless of the type and form of organization, all games are aimed at the personal development of the child and meeting his age-related needs.

Definition 2

Educational activity is a specially organized or independent process, during which a child acquires certain knowledge and skills, expands his own horizons and acquires practical skills.

There are the following types of organization of educational activities:

1. Organized partnership (joint) activity between the teacher and children implies the inclusion of the teacher in organized activities on an equal basis with the children. The inclusion of children in joint activities is based on the voluntary desire of the children; any coercion to participate is not allowed.
2. Organization of educational activities at different scheduled moments is an educational activity that the teacher organizes and conducts during a walk, in the morning and evening hours and at other scheduled moments during the day. This type of activity can be organized in the form of outdoor games with rules, conversations, hardening, analysis of various problem situations, etc.
3. Organized educational activity that involves direct interaction between the teacher and one child, with a subgroup of children or with the entire group. The choice of a pupil or pupils depends on their age, individual characteristics and the type of activity being organized.
4. Independent activity of children is carried out at regular moments of the day, lasting at least 3-4 hours a day. Independent activity does not mean that children are left to their own devices. The teacher’s task is to create the necessary conditions for them and organize a subject-spatial environment for productive and interesting independent activity.

Finished works on a similar topic

Course work Organization of various types of activities and communication of children 480 ₽ Abstract Organization of various types of activities and communication of children 260 ₽ Examination Organization of various types of activities and communication of children 240 ₽

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Definition 3

Labor activity is a purposeful activity, the main task of which is to develop in children a respectful attitude towards work, as well as the development of the necessary labor skills.

The labor activity of children can be organized in the form of:

1. Self-care is an activity aimed at the child serving himself during hygiene procedures, eating, dressing and undressing, etc.
2. Duty - organized in the dining room, in a corner of nature and joint educational activities, when 2-3 children assist the junior teacher or teacher.
3. Household work - represented by organized cleaning of the group room, toys, repair of books, clothes, toys, etc., under the guidance of a teacher.
4. Work in nature - organized cleaning of the site, procurement of natural materials, snow removal, making bird feeders, work in the summer area (watering flower beds, weeding, etc.).
5. Manual labor is the organized activity of making crafts from waste and natural materials, making various attributes for games, etc.

Cognitive and research activities

An equally important activity can be considered cognitive and research. This species is quite closely related to the game. After all, it is thanks to the latter that the child gets acquainted with the world around him. Cognitive activity is of great importance at any childhood age. Depending on the goals that the teacher sets for the children, this type of activity may include experimentation, observation, and excursions.

Special attention should be paid to targeted walks. In the warm season, thanks to trips to the park or out of town, the teacher helps children solve several problems at once. Active recreation can be combined with getting to know nature and animals of your native land. In addition, fresh air helps improve children's appetite and sleep. An obstacle to daily walks may be too low an air temperature or precipitation. In the summer, teachers should ensure that children spend less time in the open sun and wear hats. Almost all types of children's activities in kindergarten in summer can be carried out in the fresh air.

Types of children's activities in accordance with the Federal State Educational Standard for Education

The Federal State Educational Standard puts at the forefront an individual approach to the child and play, where the intrinsic value of preschool childhood is preserved and where the very nature of the preschooler is preserved. The leading types of children's activities will be: gaming, communicative, motor, cognitive-research, productive, etc.

It should be noted that educational activities are carried out throughout the entire time the child is in the preschool organization. This:

Joint (partnership) activities of the teacher with children:

Educational activities in special moments;

Organized educational activities;

Independent activity of children.

Educational activities are carried out in various types of activities and cover structural units representing certain areas of development and education of children (educational areas).

The main activities of children in preschool educational institutions:

1. Play activity is a form of child activity aimed not at the result, but at the process of action

and
methods of implementation
and characterized by the child’s acceptance
of a conditional
position (as opposed to his real life one).

There are a huge number of classifications of children's games. Traditional classification of children's games:

CREATIVE GAMES: Role-playing games, Directing games, Dramatization games, Theatrical games, Games with building materials, Fantasy games, Sketch games.

GAMES with RULES: Didactic, Mobile.

Story-based role-playing games

The plot of the game is the sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into

:

n Games based on everyday stories;

n Games on industrial and social topics;

n Games on heroic and patriotic themes;

n Games on themes of literary works, films, television and radio programs.

The structure of a role-playing game includes the following components:

n roles played by children during the game;

n play actions with the help of which children implement roles;

n game use of objects (real ones are replaced by game ones).

Relationships between children are expressed in remarks, remarks, and the course of the game is regulated.

Directing games are games in which a child makes dolls speak and perform various actions, acting both for themselves and for the doll. During these games, the child acts as a director, designing actions, coming up with what his toys will do, how the plot of events will develop, and what its ending will be. It is the child himself who plays the role of each toy, comes up with names, chooses the main characters, good and bad characters, and also sets the main rules of the game.

Conditions for the development of director's games:

n Creating an individual space for the child, providing space and allocating time for play.

n Selection of play material (toys, substitute items, various items of clothing) for the child’s director’s play.

n Creating models (a house for a Barbie doll, a model of a knight’s castle or outer space).

Theatrical play is an effective means of socializing a preschooler. It involves emotional development: children become familiar with the feelings and moods of the characters, and master ways of expressing them externally.

Types of theatrical games:

1. Tabletop theatrical games: tabletop toy theater, tabletop drawing theater.

2. Stand theatrical games:

stand-book; flannelograph; shadow theater.

3. Dramatization games including:

finger theater; bibabo theater (glove); puppet show; dramatization game with hats on the head; improvisation.

Playing with building materials is especially close to work activity . They instill in children qualities that directly prepare them for work. They develop children's sensory abilities and reinforce sensory standards.

GAMES WITH RULES

Didactic game

The main goal of any didactic game is educational . The didactic game is specially created by adults

for educational purposes, and then learning proceeds on the basis of a gaming and didactic task. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it.

By content: Mathematical, Speech, Environmental

Based on didactic material: Games with objects, Board-printed, Verbal: games - assignments, games - conversations, games - travel, games - assumptions, games - riddles.

Outdoor play is one of the means of comprehensive education of preschool children. Active play activities and the positive emotions it evokes enhance all processes in the body, improve the functioning of all organs and systems. Unexpected situations that arise in the game teach children to use acquired motor skills.

2. Cognitive - research activity - a form of child activity aimed at knowledge

properties and connections of objects and phenomena,
mastering
ways of knowing, contributing to the formation of a holistic picture of the world.

Types: Experimentation, research; Modeling: substitution, compilation of models, -activities using models; by the nature of the models (objective, symbolic, mental)

3. Communicative activity is a form of child activity aimed at interacting with another person as a subject, a potential communication partner, involving coordination and joining efforts in order to establish relationships

and
achieving a common result
.
This is constructive communication and interaction with adults and peers;
Oral speech as the main means of communication. 4. MOTOR ACTIVITY - a form of activity of a child that allows him to solve motor problems by implementing a motor function.

Kinds:

— Gymnastics: basic movements (running, walking, jumping, climbing, balance); drill exercises; dance exercises; with elements of sports games.

— Games: active; with elements of sports.

— The simplest tourism.

— Scooter riding, sledding, cycling, skiing.

5. Self-care and elements of household labor - a form of child activity that requires effort to satisfy physiological and moral needs; bringing a concrete result that can be seen/touched/felt.

Types of child labor: Self-service, Household labor, Labor in nature, Manual labor.

The difference between the work of preschoolers:

n A preschooler cannot produce socially significant material assets

, but
the results of some labor processes performed by a child turn out to be useful not only for the child, but also for other people.
n The work of a preschooler is closely related to play (imitation of the work actions of adults).

n In the process of work, children acquire labor skills and abilities, but these are not professional skills , but skills that help the child become independent from adults, independent

.

n The work of preschool children does not have constant material reward.

n The child’s work is situational and optional ; is based on the principle of voluntary participation of the child and excludes coercion.

6. Visual activity is a form of child activity, as a result of which a material or ideal product is created.

Types: Drawing, Modeling, Applique.

7. Constructive activity is a form of child activity that develops spatial thinking, forms the ability to foresee future results, provides an opportunity for the development of creativity, and enriches speech.

Communication type of activity

The main task of a preschool institution is to prepare the child for future adult life. A little person must acquire many skills before he enters society. This is not only the ability to speak or use household objects for their intended purpose, but also proper communication with others.

Most children easily find a common language with both peers and adults. But in every preschool institution there is always a group of withdrawn children who find it difficult to socialize. This behavior may be due to personality traits or parental upbringing. Often, troubles in the family lead to the child withdrawing into himself and not wanting to communicate with his friends. The main types of children's activities are aimed at helping such a child. In a playful way, the teacher helps him open up and establish contact with peers.

Properly organized communicative activities in kindergarten also contribute to the development of the children’s speech apparatus. Activities may include communication with children on certain topics, situational tasks, conversation, and solving riddles. Story-based games are extremely popular among children. In the role of their favorite fairy-tale characters, children become more self-confident and reveal their creative potential.

“Forms, methods, technologies of working with preschool children in accordance with the Federal State Educational Standard for Education”

The world of childhood is unique and inimitable; childhood impressions, good and bad, remain in people’s memory forever. Scientists have long discovered that the decisive factor in the development of certain characteristics of thinking is not the experience itself (knowledge, abilities, skills), but the methods of its assimilation. Creative activity is a reliable assistant in raising and teaching children.

Our OOD is structured in such a way that one type of activity is replaced by another. This allows us to make the children’s work less tiring and intense. Game forms allow you to activate the cognitive interests of preschoolers, surprise, and ignite the flame of curiosity. In play activities, children intensively develop their powers of observation, memory, and imagination.

People have been using games as a learning method for a long time. Gaming activities can be used in the following cases: a) as independent technologies for mastering a topic or section; b) as elements of a broader technology; c) as a lesson or part of it (explanation, reinforcement).

Communication games involve working in pairs, groups of large and small, and as a whole group, while participants must be able to move freely around the room. For such games, a subject-spatial environment or child development centers are created, with rich mobile, replaceable material.

The pedagogical process should not impose a template approach to solving tasks; it should respect and develop the uniqueness of the individual style of each preschooler.

The educational games that I use in my classes are based on the principle of organizing classes in small groups. This makes it possible to include all children in active work, organize competition between teams, and develop the ability to work in a team. Game situations help create a positive attitude towards learning and development, which is a necessary prerequisite for successful learning of the material. Education is based on the following types of activities: cognitive, playful, creative, communicative. As a result, preschoolers will have sufficiently developed

moral standards of behavior, culture of communication in a team, ability to cooperate. When using games in my work, I take into account that they must have two principles: educational and cognitive and entertaining. Of the wide range of methods and techniques for working with children, those play activities that allow them to comprehensively solve developmental, educational and educational tasks are primarily used.

I also use the project method in my work. The essence of this method is to stimulate children’s interest in certain problems that require mastery of a body of knowledge, and through project activities to show the practical application of the acquired knowledge. If we talk about the project method as a pedagogical technology, then it involves a combination of research, search, and creative methods. Preschool age is fertile ground for the education, upbringing and development of a child - this period in the life of children is characterized by sustained attention, observation, and a surge of cognitive interest. That is why the most effective method in teaching children is the project method. This method develops interest in various areas of knowledge, develops skills in collective and independent work, activity, and helps connect learning with life. Project activities make it possible to unite a teacher - a senior friend and mentor, children, parents and other teachers - into one team.

Labor activity in a preschool institution

In order to exist in a full-fledged society, a child needs not only to learn how to communicate correctly, but also to serve himself. All types of children's activities in kindergarten help children learn independence. They must be able to dress properly and hold kitchen utensils without adult assistance.

Household work is also not in last place. The child must be familiar with the activities of adults. This is especially true for household tasks. Not only the teacher teaches children the culture of life, but also the parents at home. Even in preschool age, parents together with educators must teach the child to be neat. All children must clean up toys and kitchen utensils after themselves. A preschooler must know that all things have their places.

Joint activity between an adult and a child also contributes to social development. The baby quickly learns to solve certain everyday problems and begins to understand the degree of his importance in society.

Specific children's activities, taking into account the age characteristics of children in the context of the Federal State Educational Standard for Education.

Olga Sergeevna Nazmutdinova, methodologist, Rybno-Slobodsky kindergarten “Mishutka”, Rybno-Slobodsky municipal district of the Republic of Tatarstan

Specific children's activities, taking into account the age characteristics of children in the context of the Federal State Educational Standard for Education.

Clause 2.7 of the Federal State Educational Standard for Preschool Education states that the content of preschool education is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development).

One of the main tasks of the Federal State Educational Standard is to support children's initiative and independence in various types of children's activities: gaming, communicative, creative, constructive, labor, cognitive, research, project.

The development of cognitive and research activity largely depends on the child’s living conditions. The more complete and varied the material provided to him for research activities, the more likely it will be to timely pass through the stages of development of perception, thinking, and speech. Below is a table of specifically children's activities, taking into account the age characteristics of children.

Productive activity

It is impossible to imagine classes in kindergarten without drawing, modeling and applications. These are all productive activities that promote mental development. In classes, kids learn to express their thoughts and show imagination. It is in kindergarten that a love for art can begin, and parents usually identify one or another talent in the child at this time.

Praise is a very important aspect of productivity. Under no circumstances should you point out mistakes to a preschool child. The teacher can only guide the child, suggest how it would be optimal to solve a specific problem. It is no coincidence that there is no assessment system in preschool institutions. The child should not know that he is drawing or making appliqué worse than others.

Productive activities in kindergarten help introduce the child to the surrounding nature, basic colors and shapes. In addition, drawing and modeling contribute to the development of motor coordination.

Musical and artistic activities

Musical activities for children in kindergarten include singing, humming along, playing instruments, as well as outdoor games with musical accompaniment. In such classes, children develop their creative abilities. Many children enjoy classes with vocal improvisation. It is musical and artistic activities that were created to prepare children for performances. Children learn to feel great in front of a large audience.

Reading in kindergarten

Despite the fact that children begin to read only at school age, educators should teach this skill long before that. The child must first learn to listen and understand the work. A very important skill is the ability to handle a book. The child should know not to tear the pages while looking at the illustrations.

In the middle group, the teacher begins to introduce children to letters. First of all, children learn easy to pronounce letters. These are simple vowels and consonants. Next, kids learn to put letters into syllables, and them into words.

A child’s activities in kindergarten must necessarily involve learning short poems. Activities of this kind promote mental development and train the child’s memory. Parents can also learn short stories and jokes with their children at home.

Proper organization of leisure time is also important

Teaching a child's basic skills in a preschool comes first. But properly organized cultural and leisure activities in kindergarten are also important. In order for children to be able to usefully spend their free time in a group, the space must be properly organized. Adults should pay special attention to toys. Appropriate areas in the form of a living corner, kitchen or pharmacy are of great benefit. Special toys make children's role-playing games more intense.

The conditions for the implementation of children's activities in kindergarten also include theatrical events. Performances and fairy tales help children better consolidate the material they have covered. In addition, favorable conditions are created for the comprehensive development of the child within the preschool walls.

Nanny or kindergarten?

Today, more and more parents prefer raising children at home. Meanwhile, it is in a preschool institution that a child can acquire skills in social-role behavior. Children experience communication in a wide variety of forms. Even a negative experience that cannot be gained within the walls of one’s own home will benefit the child. And play, as the leading type of children’s activity, will contribute to the comprehensive development of the child in a team.

At the same time, raising a child at home also has advantages. A nanny with a pedagogical education will make every effort to raise a particular child, taking into account the characteristics of his character. This will provide an opportunity to cultivate the best qualities in him.