Education of a culture of behavior in preschool children. Means and methods of educating a culture of behavior in children of senior preschool age Means of educating a culture of behavior in preschoolers

Conditions for educating a culture of behavior of preschool children.

The most important conditions for educating a culture of behavior in preschoolers are:

2) Accurate implementation of the daily routine.

3) Organization of a developing subject-game environment.

4) Positive emotional atmosphere in parole and family.

4. Ways, means and methods of educating a culture of behavior of preschoolers

Children of primary preschool age are taught personal hygiene skills.

They are introduced to the simplest rules of the culture of behavior in the children's team.

Children are taught to eat on their own, eat carefully, chew food slowly, sit quietly at the table, and not crumble bread. They should already be able to use a napkin.

Gradually, children master the simple rules of organized behavior.

Work is also being done to educate politeness.

Forming a culture of relationships between children, the teacher brings up the ability to live together, use toys and books together, and, if necessary, give them to each other; instills the ability to pay attention to peers, to take care of the little ones who need help. The teacher tries to evoke in children feelings of sympathy, responsiveness, goodwill towards peers and surrounding adults.

In middle preschool age, the requirements for children become more complicated.

Children of four or five years old already know some rules of cultural behavior and can independently be guided by them. They already have many cultural and hygienic habits, they know how to serve themselves. A child of this age should be able to brush his teeth at night, rinse his mouth after eating, use a napkin and a comb on his own and without being reminded, turn away and cover his mouth with a handkerchief when coughing or sneezing. The teacher teaches children to behave culturally at the table.

The culture of peer relations is also undergoing further improvement. The teacher continues to educate children in the ability to act together, negotiate, respect the collective plan, and obey the rules. At the same time, they develop sociability, the ability to empathize, show friendliness and mutual assistance. Further education of politeness, friendliness, restraint is carried out.

At senior preschool age, with purposeful upbringing, children acquire strong skills of politeness, do not forget to greet warmly, say goodbye (now without a reminder from the teacher) with all adults and peers. The teacher reinforces the ability to listen to adults, politely make a request, thank for the service, and, if necessary, offer their help. They are taught to respect the work and rest of their elders, to be friends with their comrades, to take care of the little ones, to assist them in undressing and dressing.

The rules governing the communication of children are also noticeably increasing. And gradually the teacher brings them to the ability to follow the rules of behavior in the absence of adults.

The teacher teaches children to behave properly in public places.

The teacher strives to ensure that each child takes care of the cleanliness of his clothes, shoes, neat appearance, order in the environment. The educator prepares them so that they can do all this without reminding the elders, on their own initiative.

Particular attention is paid to the formation of a culture of activity in children, not only in the classroom, but also outside of them. A significant place is given to the education of the culture of speech in children.

The behavior of children in parole is regulated by rules that are formed on the basis of the norms of behavior of preschool children. The teacher uses game techniques, recalls familiar nursery rhymes, sayings, proverbs, apt comparisons from favorite works of art.

The teacher involves older preschoolers in assessing the actions of literary heroes, characters in plot pictures, and in solving moral and ethical problems.

To help children understand the demands of adults, it is useful to evaluate their actions.

By the end of their stay in kindergarten, an older preschooler must learn the whole complex of rules of politeness. Thus, if beautiful deeds become an internal need for a child, we can assume that he has brought up a culture of behavior.

"Educating a culture of behavior in preschoolers"

First of all, a child from an early age needs to instill etiquette. Etiquette expresses the content of certain principles of morality, in the broad sense of the word.

Etiquette- an important part of human culture, morality, morality, in goodness, justice, humanity - in the field of moral culture and about beauty, order, improvement.

To teach the child everywhere and in everything to respect society as a whole and each of its members individually, to treat them the way he treats himself and that others treat him the same way. In everyday practice, human relations are far from being carried out by everyone and are not always carried out. Meanwhile, culture - human relations, communication between people play an important role in life. If a child manages to communicate culturally with relatives, acquaintances, he will behave in the same way with complete strangers. Each of us can almost unmistakably determine by personal actions the degree of their upbringing, the predominance of their habit of thinking or not thinking about the interests of others. And each era has its own style, each society has its own rules of conduct, but there are universal human values ​​and it is on their basis that the culture of any nation develops.

An integral part of culture is etiquette, developing over the centuries, rooted in the sphere of morality.

Everything starts from childhood. The education of morality begins from the cradle. When a mother smiles at a child, rejoices in him, this is already the education of the deepest morality, his friendly attitude towards the world. Next kindergarten, then school. The central figure in society, on which its future depends, are teachers who give out more wisdom - in the book. Only high culture can unite us.

Culture is valuable for all mankind, it is dear to all. It is not dear only to those people who are deprived of it. Culture, only culture can help us even in the absence of it - the cause of many troubles.

The need to educate a culture of behavior

From early childhood, the child enters into a complex system of relationships with other people (at home, in kindergarten, etc.) and gains experience in social behavior. To form behavioral skills in children, to educate consciously, an active attitude to the task assigned, camaraderie, you need to start from preschool age.

There are many opportunities for this in kindergarten. In the process of everyday communication with peers, children learn to live in a team, master in practice the moral norms of behavior that help regulate relations with others.

When working with children, educators pay great attention to the formation of their behavior in the classroom, in games, work and do not sufficiently evaluate the possibilities of everyday household activities, often passing by the pedagogical values ​​that are hidden in the daily life of a preschool institution.

Due to the fact that children attend kindergarten for years, it becomes possible to exercise them in good behavior repeatedly, and this contributes to the development of habits.

Every day, children greet and say goodbye, clean toys after playing, wash, dress for a walk and undress. Every day, the child has to carefully hang up clothes, put shoes on, etc. In all these situations, children not only practically master various skills and abilities, but also master certain norms of behavior in a peer group.

Teaching children to greet their comrades, the teacher uses both the morning arrival at the kindergarten and meetings during the day with the enemy, head, music. Manager, cook, etc. Repeated exercises help the child to realize the general rule: "You must say hello to everyone you saw that day for the first time." This constant connection forms a positive habit in children.

It also matters how the children say “Hello” or “Good morning”, because the external form of politeness expresses respect and a friendly attitude towards others. Some greet willingly and affably, others - only after reminding, others - just do not greet at all or greet reluctantly. However, it is not necessary to consider every case of friendliness as a fact of the appearance of impoliteness. It is better to figure out why the child did not say hello, and help him cope. Often children greet formally, not understanding the meaning of this rule.

Any of the moments of the day regimen in kindergarten contains huge educational opportunities. Take at least a period of time when the children are in the locker room. Children stay in the dressing room for a very long time, but they constantly enter into relationships with peers.

In these relationships, a microclimate develops,

"automation" of the norms of behavior. Therefore, the teacher can use the stay of children in the locker room to exercise the children in the friendly attitude of children towards each other, in the ability to yield, come to the aid of comrades, and politely address them.

Often, while dressing, you can see how the children line up for the teacher to help them get dressed, and you can teach children to politely ask for help from their peers. Why are children sometimes reluctant to seek help from their peers? For many reasons: they don't want to look helpless in front of them; do not want to be rejected; hear rudeness at the request, etc.

The teacher should use every situation in everyday and everyday activities in order to show the children in practice that a friend can fasten buttons, untie a scarf, etc., you just need to politely ask him about it, and then thank him for the service rendered.

From childhood, adults should instill in children sensitivity, responsiveness, readiness to come to the aid of each other. “If it’s difficult for a friend, help him”, “If it’s difficult for you, ask for help” - these are the rules that children should follow in everyday life.

The teacher, using specific examples, explains to the children the necessity and expediency of each rule of conduct. Realizing the value of the rules, children begin to actively use them, and gradually following these rules becomes the norm of behavior for them.

Kindergarten teachers face the challenge: to educate in children a careful attitude to things. Solving this problem requires a great deal of patience on the part of the teacher. The kid is taught to hang clothes, fold things. You can often see how children in the younger groups diligently fold blouses, shorts ..., and in the middle groups they casually push their things into the closets.

Some educators in the middle groups pay less attention to the formation of self-service skills and abilities in children. The teacher introduces the rule: "Every thing has its place" - and strictly controls its implementation.

Constantly using concrete examples, the teacher can show children how important and necessary it is to follow this rule: when all things are in place, you can quickly get dressed, things are convenient to use, and they are better preserved.

The creation of cultural habits begins with the education of neatness and cleanliness. Already from the age of three, a child can dress himself, with some help from adults, make his bed, and can help clean the room.

Food culture, the ability to eat culturally- one of the first skills that should be brought up in a child. Before eating, be sure to wash your hands, be able to use a spoon, fork, not to stain tablecloths and clothes while eating - all this can be brought up only through constant supervision and systematic instructions from adults.

From an early age, instill in children a love and habit of work. It should be considered the most important rule of education: "Do not do for the child what he can do for himself." By doing something for the child, adults think they are helping the child. But in fact, they only interfere with the development of useful skills in him, deprive him of independence and the joy that manifestations of independence bring to children. The ability to live in a peer group is of great importance for the future student. So it is necessary every day, using every stay of the child in kindergarten, to give him the opportunity to master the necessary norms of moral behavior in a group of peers.

A necessary condition for the comprehensive development of the child is the presence of a children's society in which the features of a new person are formed: collectivism, camaraderie, mutual assistance, restraint, social behavior skills. Communicating with peers, the child will learn to work, engage, achieve the goal. The child is brought up in life situations that arise as a result of communication between children. Preparing a child for life among adults begins with his ability to build his relationships with peers: first in kindergarten and school, then in individual children and the corresponding manifestations - take away, push, etc. When a child begins to realize that next to him are children like him, that his desires have to be commensurate with the desires of others, then a moral basis arises in him for mastering the necessary forms of communication.

In order to correctly judge the nature of the relationship that develops between children in the kindergarten group, “the teacher should constantly monitor the communication of children in the game and other types of joint activities. Observations allow him to judge the authority of a particular child, identify organizers and inactive children, understand on what basis children's associations are formed, which encourages children to be their participants. It is necessary to encourage the development of associations with a humane and equal nature of relations between children and, conversely, to show the unattractiveness of unequal relations.

Establishing friendly relations contributes to the ability of children to communicate, friendly talk with each other. The example of adult communication has a decisive influence on children. It is necessary to use naturally occurring situations associated with the arrival of a group leader, a nurse and their communication with a teacher, a nanny. It is useful to draw the attention of children to how friendly, kindly adults talk to each other, to encourage them to communicate with each other in the same way.

It is important to discuss with children certain facts and cases that take place in their communication with peers in joint activities, prompting them to express their attitude to the actions of a particular child, to compare their actions and the actions of their peers. It is useful to talk about how to act towards each other and how to talk among themselves when any joint activity is organized, for example, a game. It is necessary that children take into account the right of each child to participate in a joint game, be able to address their peers in a friendly and friendly manner with a request to play together (“Accept me, please”, “Can I play with you?”), Respond affably to a friend’s request to accept him into the game. It is necessary to teach children to be attentive to the suggestions of another child when performing joint activities, to be able to agree with the plan proposed by a peer.

If the children do not know how to kindly, politely refuse to participate in common activities or reject the proposals of another child, you should discuss the form of refusal with them, teach them to express disagreement tactfully (“Let's build the road first, and then the bridge. Agreed?”), Answer politely to refusal (“Do you want to play store? Maybe we can play hospital?”)

It is useful to discuss with children whether they fairly distributed objects and materials for joint activities, to praise those who took into account the interests and desires of other children. To teach children the ability to find out if the other is satisfied with the materials and toys received, while using such expressions: “Do you agree?”, “Satisfied?”, “Agreed?”. Encourage children, when addressing a peer with similar questions, to look at him, call him by name, listen carefully to the answer. It is important to show how unsightly a child looks who offends another, takes all the best for himself.

The teacher draws the attention of children to the inadmissibility of rude, harsh appeals and answers, which express a disdainful attitude towards the interests and desires of a peer.

In addition to talking with children, it is imperative to show them specific situations noticed by the teacher in their communication with each other, for example, while on duty, dressing for a walk, in games, in order to give children the opportunity to see themselves from the outside and learn patterns of friendly communication.

The teacher can use puppet, shadow theater and toy theater for this. The characters of the performances help children learn the rules of politeness necessary for communication.

To date, there are various methods of educating a culture of communication in children, which we will consider below.

The upbringing of a culture of communication in children of senior preschool age is carried out in close connection with the formation of collectivism skills in children. Forming a child's desire for communication, adults should encourage even the most insignificant attempts to play with each other.

It is useful to unite children around things that make them rejoice, worry, experience a sense of satisfaction, and show goodwill. In an interesting, eventful life, the communication of children acquires special restraint. The teacher uses various techniques that help diversify the daily life of children. For example: in the morning to meet them with a friendly smile, try to captivate them with an interesting toy. Today in his hands is a shaggy teddy bear who greets the guys. The morning began cheerfully, and this mood persists in children throughout the day. Overwhelmed with impressions, the children often return to the conversation about what surprised and excited them. Communication between them takes place in an atmosphere of friendliness and friendliness.

Kindergarten students have many opportunities to communicate. Toy theater, a song sung during a walk, a bouquet collected by flower, prompting to exchange impressions, make you reach out to your peers. The main communication - “child-child”, “child-children” goes on of its own accord, because life in a society of peers puts the pupil in the conditions of sharing something together: to work, play, study, consult, help - in a word, solve their little affairs. The task of adults is to guide children's relationships in such a way that these relationships contribute to the formation of collectivism skills. It is important to instill in a child an elementary culture of communication that helps him establish contacts with peers: the ability to negotiate without shouting and quarreling, to politely make a request; if necessary, yield and wait; share toys, talk calmly, do not disturb games with noisy intrusion. An older preschooler should be able to show courtesy and attention to a friend, courtesy, care, etc. Such forms of communication are easier for a child to assimilate if adults support, monitor how he behaves with his playmates, with relatives and people around him. Children under the guidance of an adult gain experience of positive communication. The upbringing of a culture of communication is largely facilitated by the participation of the child in joint gaming activities. Since the management of many games is necessary to activate the process of self-education of the child, then the pedagogical approaches to the organization of children's games should include the choice of the game, which primarily depends on what the child is, what he needs, what educational tasks require their resolution. If the game is collective, it is necessary to know well what the composition of the players is, their intellectual development, physical fitness, age characteristics, interests, levels of communication and compatibility, etc. The choice of the game depends on the time of its holding, natural and climatic conditions, the length of time, daylight hours and the month of its holding, on the availability of game accessories, depends on the specific situation in the children's team. In the game, the substitution of motives is natural: children act in games out of a desire to have fun, and the result can be constructive. The game is able to act as a means of obtaining something, although the source of its activity is the tasks voluntarily taken on by the person, game creativity and the spirit of competition.

So, the formation of communication culture skills in children of senior preschool age has its own patterns associated with the age characteristics of children. Leading teachers identify the main ways of pedagogical influence, these are accustoming, exercise, problem situations, role models, verbal methods: conversation, explanation; as well as the most typical teaching methods.

The culture of communication of older preschool children implies the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the condition of other people. Already from the first years of life, a child must understand when it is possible to run and when it is necessary to slow down desires, because at a certain moment, in a certain situation, such behavior becomes unacceptable, i.e. act with respect for others. It is respect for others, combined with simplicity, naturalness in the manner of speaking and showing one's feelings, that characterizes such an important quality of a child as sociability.

The culture of communication necessarily implies a culture of speech. The culture of speech implies that the older preschooler has a sufficient vocabulary, the ability to speak concisely, maintaining a calm tone. It is equally important at the same time to teach the child to listen carefully to the interlocutor. Stand calmly during a conversation, look into the face of the speaker.

In the educational activities organized by the teacher, the behavior, questions and answers of children are largely regulated by the tasks, content of the material and forms of organization of children. It is clear that the culture of their communication in such processes is formed faster and easier, but it is equally important to cultivate a culture of communication in everyday life. In various types of their independent activities. On the other hand, mastering the culture of speech contributes to the active communication of children in joint games, and to a large extent prevents conflicts. communication education preschool

Methods and means of educating a culture of behavior in basic school students.

The culture of behavior is one of the urgent and most complex problems that must be solved today by everyone who is related to children.
Children should be able to manage their behavior and plan their actions based on primary value ideas, observe elementary generally accepted norms and rules of behavior. The gradual expansion of specific situations in which different rules are applied makes it possible to form certain forms of behavior that are familiar to the student, the child’s character, his moral, communicative, cognitive, aesthetic and physical potentials are also formed. But this process itself is very complex, requiring time and certain efforts.

To cultivate the skills and habits of cultural behavior, it is necessary to take care of the organization of exercises in actions. Exercise is more than just repetition. It requires the learner to know what works and what doesn't; wanted to take some action. For the success of consolidation, it is necessary that the repetition is accompanied by positive emotions. This is the tacit approval of an adult, and the emotional encouragement of comrades. The student must want to do the right thing. In other words, education should be connected with self-education.

Classes on the culture of behavior are usually held outside the classroom, but in the classroom the teacher has the opportunity to work on the assimilation of knowledge, the formation of skills and habits. Working outside the classroom, the teacher does not let out of sight the extent to which the rules of the previous lesson are learned, how fully and vividly they are manifested in the activities and behavior of students. The combination of systematic work on the rules, carried out in special classes, and the daily work of the educator is an important condition for the successful education of a culture of behavior. If students see a scene in a lesson: a teacher is walking with a heavy bag, and the students walking nearby do not guess to help, then, of course, this scene will not form a skill. But it will help students to look at themselves from the outside, evaluate their behavior, draw a conclusion for themselves. And, probably, then, in a specially or accidentally created situation, the student will think and determine his behavior.

Given the situational nature of the behavior of students, it is necessary to have a variety of conditions in which students must exercise, follow certain rules of behavior.

Most often, when conducting a lesson, they use both display, and staging, and conversation, and reading fiction in a reasonable combination.

By nature itself, the child has a desire to play as many complex and varied situations of the adult world as possible in order to understand it.

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

In the process of preparing for the game, students themselves make the necessary attributes, equipment, which provides additional opportunities for communication, in living the situations that were discussed in the lesson. Games are held with all students or with a group, the whole class or even several classes can take part, which creates an additional, new situation.

All this complex, enormous work must be carried out in close contact with parents, explaining to them the correct methods of education and agreeing on a single line of pedagogical influence.

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

Traditionally, there are 3 aspects of school maturity:

a) intellectual, b) emotional, c) social.

In our case, the social aspect is especially important, which is understood as the student's need to communicate with peers and the ability to subordinate his behavior to the laws of children's groups based on the rules and norms of behavior.

The ability to communicate, or communication skills, are defined as individual psychological characteristics of a person that ensure the effectiveness of both communication and compatibility with other people. Communication skills include:

1. "I want" - the desire to make contact;

2. "I know" - knowledge of the norms and rules of behavior;

3. "I can" - the organization of communication.

The formation of aspect 1 "I want" is associated with some difficulties that almost every student has. This is slowness, stubbornness, fears, lies, etc. An important role here is played by the position of the student in relation to others and himself.

There are 3 main positions:

1. Selfish - when the student is completely indifferent to other students. It is not difficult for such a child to push, offend, insult. Of course, they don’t like such students, they don’t want to play with them, make friends. Ultimately, they are left alone.

2. Competitive - the child understands perfectly well that it is important to be appreciated and respected, for this you need to do everything right, be friends with everyone, not offend anyone. In a peer, such a child sees only a competitor who needs to be surpassed, because the successes and achievements of others cause him envy, resentment, grief because he is not the first. This line of conduct will certainly remain, and will only become stronger.

3. Humane - the child willingly helps others, knows how to empathize. Others are treated as self-valuable individuals.

Knowing and taking into account the above circumstances, adults need to be helped to go through the difficult path of developing communication more painlessly.

The easiest way to do this is through play.

For example: The game "Magic chests".

The child is invited to think about what mood he is now, what he feels. Then ask him to put all negative emotions: resentment, sadness, anger, fear into a magic chest and throw it away. At the same time, from another chest (it is bright, colorful), you can take for yourself those positive emotions that he himself wants and would like to give to others.

Rules play an important role in regulating a child's behavior. Familiarization with the rules serves as a means of forming obedience and discipline, friendly relations, and a culture of behavior in society. At the same time, in practice, it turns out that the second aspect of "I know" and real behavior diverge, which indicates the formal assimilation of the rules of behavior in society.

In this regard, it is important to raise the question of educating a conscious attitude to the rules of behavior, which should include three interrelated components:

Knowledge of the rules;

Understanding their justice, awareness of moral value and personal significance for oneself and for others;

Compliance of actions with known rules and self-regulation of behavior.

Observation of the behavior of students in real life shows that it is not always easy for them to follow the rule, to overcome their unwillingness to act in accordance with moral standards. The student must be able to organize communication, therefore the formation of the 3rd component - "I can" is associated with the development of his emotional-volitional sphere.

I did two social experiments. In the first one, I tested responsiveness, the desire to help: students enthusiastically play, write, someone just communicates, etc., at this time I enter the office and “accidentally” scatter notebooks near the students. The results are as follows: out of 17 students, two helped lift notebooks, four sat and laughed, the rest ignored. In the second social experiment, I tested the politeness of students: at the entrance to the cafeteria, I counted the number of students who said hello. Bottom line: out of 40 people greeted 8, the rest ignored.

After that, it is necessary to conduct a conversation, analyze the actions of the students, find out the motives that prompted the guys to act one way or another.

The daily "method of ethical charge" helps both the educator and students to cope with difficulties throughout the day. The teacher begins the school day and at the same time expresses confidence that the students will be friendly, attentive and compliant, they will not offend anyone, there will be no conflict situations in the class. By expressing such parting words, the educator himself tunes in to understanding and disposition towards children. At the end of the day, the teacher conducts an ethical five-minute. He analyzes the conflicts that have arisen, teaches the children to find ways out of them. With the help of a teacher, students try to figure out how to avoid a negative situation and how to reconcile those in conflict.

Students develop the habit of evaluating their own actions from the standpoint of goodwill and respect for another person. They begin to realize the moral basis of relations to a person, society, Motherland, nature, to oneself.

Moral education is determined with the help of certain means, among which it is necessary to indicate: artistic means; nature; children's own activities; communication; surrounding environment.

1. A group of artistic means: fiction, fine arts, music, cinema, etc. This group of means is very important in solving the problems of moral education, since it contributes to the emotional coloring of cognizable moral phenomena. Artistic means are most effective in the formation of moral ideas in children and the education of feelings.

2. The means of moral education of preschool children is nature. It is able to evoke humane feelings in children, the desire to take care of those who are weaker, who need help, to protect them, contributes to the formation of self-confidence in the child. The impact of nature on the moral sphere of the personality of children is multifaceted and, with the appropriate pedagogical organization, becomes a significant means of educating the feelings and behavior of the child.

3. The means of moral education of preschool children is the children's own activity: play, work, teaching, artistic activity. Each type of activity has its own specifics, performing the function of a means of education. But this means - activity as such - is necessary, first of all, when educating the practice of moral behavior.

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

5. The whole atmosphere in which a child lives can be a means of moral education; the atmosphere can be saturated with benevolence, love, humanity, or, on the contrary, cruelty, immorality.

The environment surrounding the child becomes a means of educating feelings, ideas, behavior, that is, it activates the entire mechanism of moral education and influences the formation of certain moral qualities.

The choice of means of education depends on the leading task, the age of the pupils, the level of their general and intellectual development, the stage of development of moral qualities (we are just beginning to form a moral quality, or we are strengthening, or we are already re-educating).

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

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

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

The proposed classification combines all methods into three groups:

Methods for the formation of moral behavior: exercises, instructions, requirements, educational situations;

Methods for the formation of moral consciousness: explanation, exhortation, suggestion, request, ethical conversation, example;

Incentive methods: encouragement, competition, approval, rewarding, subjective-pragmatic.

Principles of selection of methods of moral education:

Compliance of the method with the goals and objectives of education;

The humane nature of the method;

The reality of the method;

Preparedness of conditions and means for using the method;

Selectivity of the selection method;

Tactful application of the method;

Planning the possible result of the impact of the method;

Patience and tolerance of the teacher when using the method;

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

The methods of moral education of preschool children are not applied in isolation, but in a complex, in interconnection. The basis for the selection of methods that can and should be used in combination is the leading educational task and the age of the children. (For example: explanation + exercises + encouragement, etc.).

In the older preschool age, the formation of the moral qualities of the individual and the habits of cultural behavior continues actively. The content of the pedagogical process at this stage is the education of respect for relatives and friends, attachment of respect for educators, a conscious desire to please the elders with good deeds, the desire to be useful to others. Children of the older group need to actively and consistently form friendly relationships, the habit of playing and working together, the ability to obey the requirements, in their actions to follow the example of good people, a positive, heroic character of famous works of art.

In the moral education of the older preschooler, the upbringing of a culture of communication continues to occupy a large place. The formation of respect for others, goodwill, strong-willed qualities, restraint occurs in a group of peers. The team plays an increasingly important role in the life of children, the relationship of children becomes more complicated.

In the behavior of an older preschooler, the connection of moral qualities and personality traits with intellect, cognitive and interesting, attitude to the world around us, to activities, to adults and peers, to oneself is more pronounced. A child in the process of communication can already be restrained, able to act in the interests of a partner or a group of peers, while showing strong-willed sufficient efforts. But, of course, this is only the beginning of a skill that needs to be developed and consolidated.

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

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

Ethical conversation, as a method of moral education, is distinguished by a significant originality. The content of ethical conversations consists mainly of genuine life situations, the behavior of the people around and, above all, the pupils themselves. The teacher gives a description of the facts and actions that the child observed or performed in communication with peers and adults.

Such characteristics form children's objectivity in assessing events, help the child navigate in a given situation and act 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 Kindergarten Education and Training Program. But, referring to the program tasks of education, the teacher must concretize them, work out the rules and norms of behavior, the education of which must be strengthened in this group, taking into account adults and the individual characteristics of children.

The number of such conversations is small: five to seven per year, i.e. once every one and a half to two months.

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

Preparing for such a conversation, the teacher should analyze what was the subject of the most vivid impressions of the children, how they perceived what they saw, how they experience it.

If an educator considers it necessary to include excerpts from a particular work of art in an ethical conversation, he must necessarily subordinate their content to educators with functions.

If the content of the conversation is accessible and interesting to children, then interested questions, vivid emotions, sincere assessments follow: the teacher, as it were, opens up the inner world of the child. This allows you to reasonably determine how the kids perceived the idea, the moral of the work, and makes it possible to further tactfully correct the behavior of children. And the fact that the children as a group discuss together the facts of behavior and various situations causes empathy, the emotional influence of children on each other, contributes to the mutual enrichment of their feelings and ethical ideas.

The behavior of the pupils of the older groups convincingly indicates that at this age there is a gradual transition from the perception of the content of individual actions to enriched concepts of good behavior. Through ethical conversations, the educator links together in the minds of children disparate ideas into a single whole - the basis of the future system of moral assessments. It is the assimilation of ethical concepts in a certain system that helps the older preschooler to understand the essence of the concepts of goodness, the common good, and justice that forms the initial concept of human dignity.

The influence of the moral consciousness of the older preschooler on the self-regulation of his behavior is not yet great. But at this age, the child is still able to evaluate his behavior on others. Therefore, the topics of ethical conversations must necessarily include the leading concepts for this age group. “My mother”, “My family”, “Kindergarten”, “My comrades”, “I am at home” and many others. etc. It is important that the content of the listed leading topics and complementary topics is 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 generalize the ideas about morality that children acquired while in previous groups.

Ethical conversations, their results should be directly manifested in the practice of behavior, the actions of children in various situations. What is very important for fixing the results of pedagogical influence.

The first day of the new senior group. Group rooms are decorated in a festive way. So it was before and when children moved from the younger to the middle group. The difference is in a more serious and trusting tone of the teacher's conversation.

He not only shows the children all the rooms, but also organizes a viewing of the work of children who have moved to the preparatory group, tells them how they worked, played, as they should. Together with the children, the teacher thinks about how best to arrange everything in the group rooms. At the same time, it contributes to the cheerful mood of children, their joyful communication with each other, acquaintance with new products. And when the reception of newcomers is completed, entertainment can be organized with the participation of all children and employees.

The game is one of the most effective means of forming a culture of behavior. She, as a way of knowing the world around, gives the child in a bright, accessible and interesting form of ideas about how it is customary to behave in a given situation, makes you think about your behavioral manners. We must not forget about the disciplinary value of the game, since compliance with the established discipline is an important condition for the implementation of the etiquette rule. For these purposes, a variety of types of games are used. For example, in outdoor games, which are mainly used to solve physical education problems, children compete: who will run around the kindergarten faster, who will throw the ball farther. But the element of life necessarily intervenes in an organized game. He ran and fell, the other hurries to defeat everyone, the third also wants to be the first, but stopped to help the fallen one. The most important ethical aspect underlies the behavior of the child. In such a situation, we once again make it clear to the child: the basis of etiquette behavior is a moral principle.

Musical games are held during the music lesson. Children lead a round dance. The teacher again pays attention to the rules of etiquette, but does it unobtrusively.

In games with building materials, when children are busy building architectural structures (houses, bridges, etc.), there are also rules of conduct. The teacher praised the builders. How did he do it? What words and intonations? What was his facial expression? Are all the children happy when they hear the praise of their friend? Children watch the teacher every minute, even when they are doing what they love and learning certain behavior from him.

Theatrical games play a huge role in the formation of a culture of behavior. For example, they are preparing a production of the fairy tale "Turnip" with children. In the course of its analysis, attention is paid to the culture of behavior in the family. The whole family and domestic animals, and even a little mouse, have risen to one common cause to help the grandfather, the breadwinner, pull out the turnip. In a family, everyone matters, everyone plays a role. Both the staging of the fairy tale and the performance with it in front of children and parents will bring awareness of many rules of behavior in public places. The rules of behavior of spectators in the theater are affected. I remember the rules of guest etiquette: the parents came to visit, they must be accepted and entertained.

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

In the classroom or in their free time, they conduct role-playing games, for example, about professions. Having chosen, for example, the profession of a doctor, they discuss with the children the rules of conduct in the clinic, in the doctor's office, in the pharmacy, etc.

During classes, in other regime moments, organize didactic games, the main goal of which is the development of the child. They are good at working out the rules and norms of a culture of behavior. Tasks can be very diverse: choose the color scheme of your costume from the cards; make a costume for a walk, a visit to the theater, a meeting of guests from the pictures; lay out on the canvas cards with dishes and cutlery for serving a tea, dinner, holiday table; choose a gift for mom, friend, grandmother on the card.

Board games are of great interest to preschoolers. For example, the bingo game "How We Dress" will help develop children's skills in appearance culture. A creative approach to business and the imagination of the educator will help the variety of children's play activities, during which they master the world. The role of the educator in the game itself can be different. In one case, he will suggest her plot, in another he will play a leading role in it, in the third he brought the material necessary for her, in the fourth he will observe the children and take pedagogical notes. The teacher and children are co-authors of any game. We must not forget about children's independence and initiative, it is only necessary to guide them in teaching the right behavior. Then there will be no boring notations, rigid and incomprehensible requirements for children, and behavioral regulation will easily enter the life of a small person who has realized during the game its reasonableness and necessity.

It is important for the educator to constantly keep records of observations of the actions of children. It is here that the teacher notes how the methods provided for by the plan influenced the child, whether the goal was achieved.

The thoughtful use of multivariate connections makes it possible to educate a culture of behavior through all learning processes in the classroom, games, musical, visual and other activities of children. The specific implementation of the relationship of the educational process is an independent activity.

It is very important that the entire regime of the kindergarten, everything that we call everyday life, be filled with meaningful activities and communication. This contributes to the spiritual world of the child. Solving this problem, the teacher creates a fertile ground for the formation of positive character traits and moral qualities of the individual.

Some games-activities, games-exercises are aimed at strengthening cultural and hygienic skills and habits. Depending on their specific content, various rules or their combinations are assimilated.

Here we examined the means and methods of educating a culture of behavior in children of older preschool age, which is necessary for the implementation of the process of forming a cultured person.

Consultation

for teachers MBDOU d / s No. 20

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

Prepared by: speech pathologist

Shumskaya T.I.

Definition of the concepts of "culture of behavior", "ethics".

A culture of behavior as an effective manifestation of respect for others.

Formation of a culture of behavior is one of the urgent and most complex problems that must be solved today by everyone who is related to children. What we lay in the soul of a child now will manifest itself later, will become his life and ours. Today we are talking about the need to revive a culture of behavior in society, which is directly related to the development and upbringing of a child before school.

Interest in the problem of forming a culture of behavior of preschoolers is due to the fact that the educational impact of the family and Russian national culture in the field of education is sharply reduced. Among the most important tasks for preschool educational institutions are the formation of a basic personality culture and high moral qualities from early childhood.

There are many opportunities for this in kindergarten. In the process of everyday communication with peers, children learn to live in a team, master in practice the moral norms of behavior that help regulate relations with others. The younger the child, the more influence can be exerted on his feelings and behavior.

concept "culture of behavior of a preschooler" can be defined as a set of sustainable forms of everyday behavior in everyday life in communication, in various activities.

The object of study of ethics is morality and morality, those. it is a teaching about how to behave in the company of friends and relatives.

The culture of behavior is not limited to the formal observance of etiquette. It is closely connected with moral feelings and ideas and, in turn, reinforces them.

Moral feelings reflect public morality (as opposed to selfish feelings, which reflect only personal interests). The rules, requirements, motives of actions, based on moral feelings, are basically clear to the preschooler, since from the first years of his life, his connections with others are quite diverse. Therefore, we can rightfully speak about the special role of feelings in the upbringing of a child in general and the culture of behavior in particular.

For the development of the child's personality, the formation of a culture of behavior, a number of principles are required.

1. Consistency.

Work on the formation of a culture of behavior should be carried out systematically. The teacher flexibly distributes content throughout the process. It is advisable to conduct specially organized classes in the afternoon. As for the unregulated activities of children, these forms of work can be carried out both in the morning and in the afternoon. However, all this does not exclude the work of the educator with children outside of class, since it is impossible to identify in advance the whole gamut of spontaneously arising situations and difficulties, and the teacher may require additional explanations, answers to questions, organization of a game situation, and involvement of relevant fiction.

2. Reliance on the positive.

Teachers are obliged to identify the positive in the child and, relying on the good, develop other, insufficiently formed or negatively oriented qualities, bringing them to the required level and harmonious combination. In the educational process, confrontation, the struggle of the educator with the pupil, the opposition of forces and positions is unacceptable. Only cooperation. Patience and interested participation of the educator in the fate of the pupil give positive results. Experienced educators do not skimp on compliments, generously advance future positive developments. They project good behavior, inspire confidence in the successful achievement of high results, trust the pupils, encourage them in case of failures.

3. Humanizationeducational process.

The principle requires a humane attitude towards the personality of the pupil; respect for his rights and freedoms; presenting feasible and reasonably formulated requirements to the pupil; respect for the position of the pupil even when he refuses to comply with the requirements; respect for the human right to be oneself; bringing to the consciousness of the pupil the specific goals of his education; non-violent formation of the required qualities; rejection of corporal and other punishments degrading the honor and dignity of a person; recognition of the right of the individual to a complete rejection of the formation of those qualities that for some reason contradict her convictions.

4. Personal-active approach.

The educator must constantly study and know well the individual characteristics of temperament, character traits, views, tastes, habits of his pupils; was able to diagnose and know the real level of formation of such important personal qualities as a way of thinking, motives, interests, attitudes, personality orientation, attitude to life, work, value orientations, life plans; constantly involve each pupil in educational activities that are feasible for him, ensuring the progressive development of the personality; in a timely manner to find out and establish the reasons that may interfere with the achievement of the goal, to rely as much as possible on the individual's own activity; combine education with self-education of the individual, help in choosing goals, methods, forms of self-education; to develop independence, initiative, amateur performance of pupils, not so much to lead as to skillfully organize and direct activities leading to success.

5. Unity of educational influences.

All persons involved in upbringing must act together, present agreed requirements to pupils, go hand in hand, helping a friend, supplementing and strengthening the pedagogical impact. If such unity and coordination of efforts is not achieved, but counteracted, then it is difficult to count on success. At the same time, the pupil experiences enormous mental overload, because he does not know who to believe, who to follow, he cannot determine and choose the right influences among those authoritative for him. It is necessary to sum up the action of all forces.

The educator in his work relies on an activity approach. This means that different types of children's activities (cognitive, playful, independent) serve as a pedagogical means of education. The acquired experience serves as the basis for the implementation of a holistic activity of the formation of a culture of behavior. The educator carries out teaching children the norms of a culture of behavior in a joint game or joint work. In activities, especially games, there are situations that allow you to support the positive manifestations of children, to formulate the rules of a culture of behavior. Independent activity contributes to the formation of the ability to volitional effort, understanding the need and importance of knowledge of the rules of the culture of behavior, helps to establish game and personal relationships in independent activity, and overcome conflicts.

By organizing the activities of children, the educator creates conditions for the formation of their relationships based on the rules of a culture of behavior, tolerance, and courtesy.

• activity culture,
• communication culture,
• cultural and hygienic skills and habits.

Tasks for the formation of a culture of behavior

in preschool children:

• to form the skills of a culture of behavior in everyday life;
• learn to see their shortcomings in behavior and be able to correct them;
• introduce the rules of the culture of behavior;
• cultivate love and respect for loved ones and others;
• to teach to treat others with care and patience, but at the same time to show intolerance to the bad deeds of people.

Pedagogical conditions for educating a culture of behavior in preschoolers:

• speech and behavioral culture of adults surrounding preschoolers (teachers, parents);
• thoughtful, rational organization of the way of life of children in kindergarten;
• a diverse subject-developing environment that satisfies the actual needs of preschoolers in communication and activities, the interests of boys and girls;
• the interaction of teachers and parents of preschoolers in the development of a behavioral culture of habits, the development of common positions and coordinated actions, taking into account the individual characteristics of children and the development of cultural experience;
• designing a meaningful life for children, an "event scenario" that ensures the accumulation of experience, participation in emotionally rich situations of moral behavior, friendly contacts, respect for other people, as well as the development of one's own dignity.

The child is characterized by a wide range of feelings, ambiguous in their manifestations. In relation to adults and peers - this can be love and hostility, sympathy and antipathy, sympathy and indifference, justice and envy; in relation to oneself - self-esteem and even self-confidence, or, on the contrary, a feeling of insecurity in one's abilities.

The consolidation of forms of moral behavior, their transformation into a habit and a need, occurs only on the basis of the positive emotional attitude of the child both to the actions themselves and to those adults who organize and regulate them. In this case, moral feelings, such as respect for the teacher, love for parents, friendliness towards peers, and others, act as an independent driving motive for children's behavior. This motive is quite strong and significant in the eyes of the child, because the feelings of preschoolers are distinguished by a particularly bright emotional coloring, immediacy and sincerity.

In the education of a culture of behavior, it is of paramount importance teacher example. His appearance, actions and judgments, politeness, calm tone of conversation, fair treatment of others, and especially children, are an important and effective example to follow. However, one personal example cannot solve all the issues of education. The process of educating a culture of behavior is very complex, it involves the conscious and flexible use of a rich arsenal of various methods by the teacher. There is also a need for "mobility" of the means of education, their constant adjustment. It often happens that a practice-tested method suddenly ceases to be effective. The teacher must carefully monitor how each of his wards perceives educational influences and influences. It is necessary to determine the level of moral education of each of the children as early as possible. Observations make it possible to identify in each child the peculiarities of his actions, interests, relationships with others, difficulties in mastering the skills of a culture of behavior. This, in turn, serves as the basis for assessing the dynamics of the child's development and adjusting the further process of education.

Watching the children, the educator at the same time tries to determine how typical this or that misconduct is for the child (rudeness in conversation with a friend, negligence in eating and dressing, refusal to respond to a request to put toys in their place, etc.), seeks to notice everything in time something new that his pupil mastered.

In order to get to know the child better, the teacher needs information about his behavior at home. Therefore, before the start of the school year, it is imperative to visit the families of those children who should come to kindergarten for the first time. This will provide an opportunity to get to know the family members, to identify the living conditions of the baby, the features and traditions of education, to communicate with him in a familiar environment for the child.

But contacts with the family, of course, should not be limited to this. Planned family visits are required, approximately twice a year. They provide an opportunity to guide parents to the correct solution of specific issues of raising their child.

Already in younger preschoolers, in a variety of games and observations, in the process of self-service work and performing simple assignments, it is necessary to cultivate a positive friendly attitude towards adults around him, a desire to willingly fulfill their requirements, also polite treatment of peers, respect for toys and things that are in general use.

In young years the foundations of friendly relations between children are laid. This is the ability to play without interfering with each other, to show sympathy, to share toys, to coordinate their actions with the actions of other children. Even the smallest child is usually positively disposed towards a partner, and shows interest not only in him, but also in the subject with which he acts. But at the beginning (at the age of 10 months - 1 year 2 months), not knowing how to ask, and not knowing that the same toy can be found in the playpen or on the shelf, the child takes it from a neighbor and with pleasure does the actions he has just seen.

In order for this so far harmless manifestation of bad manners not to turn into a negative habit, it is necessary that children know how to observe rules of conduct in a group. The child is gradually taught to do not only what you can, what you like, but also what you need, although you don’t want to, refrain from what you want, but you can’t, calmly wait until adults invite you to the table, move on the couch to allow someone else to sit. It is necessary that children know what is bad (interfering, littering, shouting, breaking), and what is good (putting away toys, helping each other, etc.).

For the formation of friendly relations of children to each other, the correct organization of the environment in which children play, the selection of toys is of great importance. If babies under 1 year 1 month - 1 year 2 months are kept in the arena and in the room where the children of the second and third years of life are, the order in the arrangement of toys is not observed, they develop a negative habit of taking them away from each other. After all, they do not know where to find the item or part of it necessary to continue the game. Celluloid and plastic toys, usually depicting stylized animals, are most often used by children as dolls. Therefore, if in a group where children older than 1.5 years old are brought up, there are no dishes, doll furniture, blankets, carts, i.e. there is nothing but plastic toys, children hardly play with them and, not knowing what to do, quarrel. The development of joint games of children of the third year of life is negatively affected by the absence in the group of large benefits (such as a stove, a table for feeding dolls), near which two or three children can play at the same time.

One of the tasks of raising children first junior group- the formation of the prerequisites for moral behavior and cultural and hygienic skills. Children of the third year of life who come to kindergarten differ from each other in the level of upbringing, possession of various skills, and are just beginning to get used to the new environment for them. Hence, an individual approach to each child is of particular importance in working with kids.

First of all, the teacher needs to achieve the trust of the child, because the decisive method of educating kids is direct contact with them by the educator. The child of the younger group experiences a particularly great need for constant contact with an adult. From how the relationship between the baby and adults will develop and develop, his relationship and culture of behavior in contacts with a wider range of people largely depend.

The creation of the prerequisites for the cultural behavior of a small child is carried out in several directions. One of them is the formation of the ability to play and study, walk and eat, sleep during quiet hours, dress and wash together with a group of peers, next to comrades, i.e. in a collective. At the same time, children develop sense of collectivism so important to a person. It is equally important to inculcate interest in the work activities of adults, the desire to help them, and later - to independently perform simple labor activities for self-service. Raising a caring attitude to toys and things, the ability to overcome small difficulties and bring things to an end, a sense of gratitude for the care and care, obedience and feelings of sympathy, friendliness for children and adults - all these are the fundamental program areas of the teacher's pedagogical work in the first junior group of kindergarten .

Cultural and hygienic rules.

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

In psychological science skill is defined as an automated action, although the process of mastering is necessarily associated with its awareness. Skills are gradually improved, develop into habits, i.e. the need to act in a certain way. To successfully create such a need, it is necessary that motives, with the help of which children are encouraged to act, were significant in their eyes, so that the attitude towards the performance of actions among the children was emotionally positive and, finally, so that, if necessary, children were able to show certain efforts of will to achieve results. Underestimation by the teacher of the above conditions can lead not only to the loss of useful habits that have already begun to take root, but also to the emergence of a feeling of dissatisfaction in them.

It should also be remembered that in a child very early, already in the first or second year of life, due to the peculiarities of his nervous activity, with improper upbringing, bad habits(sucking fingers, refusing to wash, use a potty, fall asleep only when motion sick, take food with your hands from a plate, crumble bread, scream and fall on the floor, demanding what you want, etc.).

An important task in working with children of the first younger group is the education of cultural and hygienic skills - neatness, neatness in everyday life, food culture skills as an integral part of the culture of behavior.

Cultural and hygienic skills- an important component of the culture of behavior. The need for neatness, keeping the face, hands, body, hair, clothes, shoes clean is dictated not only by the requirements of hygiene, but also by the norms of human relations. Teachers and parents should always remember that the skills instilled in childhood, including cultural and hygienic ones, bring great benefits to a person throughout his subsequent life.

Children should understand that respect for others is shown in observing these rules, that it is unpleasant for any person to touch a dirty hand or look at untidy clothes. A slovenly person who does not know how to take care of himself, his appearance, his actions, as a rule, is also careless at work.

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

The desire of the child to comply with the required rule (eat carefully, wash hands until foam appears, etc.) is largely determined by the action associated with this pleasant feeling or unpleasant. Therefore, it is so important that dishes, pieces of soap, brooms, scoops, spatulas and other things and tools are beautiful and easy to use. The atmosphere of meaningful activity and rational order is a sign of a high general culture of a preschool institution. And it, in turn, is an important condition for the effectiveness of the educational process.

To make it easier for a child to learn new skills, it is necessary to make this process accessible, interesting and exciting. And this must be done pedagogically subtly, unobtrusively. At the same time, it is important for the educator to take into account the age peculiarity of children in the third year of life - the desire for independence.

food culture often referred to as hygiene habits. But its significance is not only in the fulfillment of physiological needs. She has and ethical aspect- after all, behavior at the table is based on respect for those sitting nearby, as well as for those who prepared the food.

From preschool age, children should learn certain rules: you can not put your elbows on the table while eating; you need to eat with your mouth closed, slowly, chewing food thoroughly; treat bread and other products with care; use cutlery properly. Mastering the culture of food is not an easy task for preschoolers, but it is necessary to develop these skills, it is necessary to ensure that children eat with pleasure, appetite and neatly.

During the younger preschool age, the child acquires many skills, the mastery of which requires certain efforts from him.

Repeating many times in various routine processes, such actions as self-dressing, combing, washing, etc., bring joy to the child; children learn what, how and in what sequence to do.

For easier mastery of a certain skill, the actions associated with its assimilation are divided into several operations. For example, when washing, the child first rolls up his sleeves, then lathers his hands, rinses them thoroughly without splashing water, and wipes them dry.

The image of certain actions should take shape in the mind of the child before he starts their practical implementation. Therefore, you should first show the necessary action, and then exercise children in them.

We must remember one more important feature of the formation of cultural behavior skills in children: as they master new actions, children I want to repeat them over and over again. In other words, kids turn these actions into a game. The teacher, seeing this, joins the game and directs the child's actions to consolidate the skill. By repeating the correct actions in this way, young children begin to perform them more carefully.

First of all, you should remember: at the initial stage of mastering the skill, in no case should you rush children, you must give them the opportunity to calmly perform the mastered actions. Such an environment will allow them to maintain a positive emotional mood. However, the need to keep within the time allotted for regime processes remains. Therefore, it is necessary to skillfully direct the efforts of children to more purposeful actions. For this, indirect methods of preventive encouragement are effective, for example: “Look, children, how quickly and cleanly Tanya washed her hands. Now, Tanya, show me how you can wipe them,” etc.

Another very effective way to learn skills is to use of games(with a doll, water, etc.). To strengthen the skill of the baby, you should be encouraged for successfully completed tasks. For kids to learn dressing techniques, you can include large dolls with sets of clothes in the game. By putting on a shirt and pants, sandals, a hat, children will quickly learn to dress themselves. Loops should be sewn on children's clothes. This will make it easier to develop the skill of keeping clothes neat.

It is advisable to conduct collective games, exercises, games that help the teacher to equalize the level of mastering the skills of each child. These activity games can include a variety of objects, toys (combs, handkerchiefs, cutlery, brushes and shoe stands, a mirror, pictures, photographs, filmstrips, etc.). This contributes to the activation of both visual and motor analyzers of the child. The teacher shows each kid imitating actions with real objects, which in an imaginary situation help kids in mastering practical actions in vital regime processes.

The actions shown and mastered in the classroom as a result of constant exercises in everyday activities develop into stable skills of cultural behavior. In the future, children begin to use these skills in a wide variety of situations.

Pedagogical conditions for educating a culture of communication.

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

Communication culture provides for the implementation by the child of the norms and rules of communication with adults and peers, based on respect and goodwill, using the appropriate vocabulary and forms of address, as well as polite behavior in public places, everyday life. The culture of communication implies the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the condition of other people. Already from the first years of life, the child must understand when it is possible to run and when it is necessary to slow down desires, because at a certain moment, in a certain situation, such behavior becomes unacceptable, that is, act guided by a sense of respect for others. It is respect for others, combined with simplicity, naturalness in the manner of speaking and showing one's feelings, that characterizes such an important quality of a child as sociability.

The culture of communication necessarily implies culture of speech. A.M. Gorky considered concern for the purity of speech an important tool in the struggle for the general culture of man. The culture of speech implies that the preschooler has a sufficient vocabulary, the ability to speak concisely, maintaining a calm tone. Already at a young age, and especially in middle preschool age, when a child masters the grammatical structure of speech, learns to build simple phrases correctly, he is taught to call adults by name and patronymic, to “You”, pronunciation is corrected, children are taught to speak at a normal pace, without tongue twisters or stretching words. It is equally important at the same time to teach the child listen carefully to the interlocutor, stand calmly during the conversation, look at the speaker's face. In the educational activities organized by the teacher, the behavior, questions and answers of children are largely regulated by the tasks, content of the material and forms of organization of children. It is clear that the culture of their communication in such processes is formed faster and easier. But it is equally important to cultivate a culture of communication in everyday life, in various types of their independent activities. On the other hand, mastering the culture of speech contributes to the active communication of children in joint games, and to a large extent prevents conflicts between them.

Communication is the main condition for the development of the child, the most important factor in the formation of personality, one of the main types of human activity, aimed at understanding and evaluating oneself through other people. Under communication understood as the interaction of people, the direction of coordination and unification of efforts in order to achieve a common result (M. I. Lisina). From the first days of a child's life, communication is one of the most important factors in his mental development.

At preschool age, four forms of communication between the child and adults successively replace each other. (according to the classification of M.I. Lisina):

• situational-personal;
• situational business;
• extra-situational-cognitive;
• extra-situational-personal .

The content of communication, its motives, communication skills and abilities are changing. One of the components of psychological readiness for learning at school is being formed - communicative. The child selectively treats adults, gradually beginning to realize his relationship with them: how they treat him and what is expected of him, how he treats them: what he expects from them. The norms of behavior learned by the child in the family are reflected in the process of his communication with peers. In turn, many of the 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 the child with peers develops in various associations. The development of contacts with other children is influenced by the nature of the activity and the child's skills to perform it.

Pedagogical conditions for educating a culture of communication:

• assessment by the teacher of the emotional manifestations of the child: with what mood does he most often come to the group, how comfortable does he feel in kindergarten;
• communication and interaction of the child with peers and adults: the ability to make contact, take into account the emotional state of the communication partner, follow the rules of the culture of communication, mastering gaming and communication skills;
• personality traits of behavior: benevolence, friendliness, activity;
• the ability of the educator to correctly assess the individual characteristics of each child in order to select adequate tactics in educating a culture of communication and behavior.

The kindergarten group is the first social association of children in which they occupy a different position. At preschool age, various relationships are manifested - friendly and conflict, here children who experience difficulties in communication stand out. With age, the attitude of preschoolers to their peers changes, they are evaluated not only by business qualities, but also by personal, above all, moral ones. This is due to the development of children's ideas about moral standards, deepening in understanding the content of moral qualities.

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

It is known that communication is carried out through various communication means. An important role is played by the ability to externally express one's inner emotions and correctly understand the emotional state of the interlocutor. In addition, only in relationships with peers and adults is it possible to prevent various deviations in the development of the child's personality. This involves taking into account the characteristic forms of the child's behavior in different situations, knowledge of the difficulties that arise in interpersonal communication.

The game - pedagogical alphabet of communication. It is of great importance in the upbringing, training and development of the communicative activity of preschool children. The psychological impact of the game is the development of the basic mental processes, the abilities of the child, the volitional and moral qualities of the individual. The game forms the initial forms of self-esteem, self-control, organization, interpersonal relationships among peers. The game develops various means of communication: movements, gestures, facial expressions, pantomime, emotions, sensory, attention, memory, thinking and speech.

The goal of the game, two aspects of the goal: informative(learning how to act with objects), educational(learning ways of cooperation, forms of communication and relationships with other people). There are in the game game rules: rules of action and rules of communication. The teacher must carry out the correct selection of games in accordance with the age of the child, their conduct and analysis of the results. He should use such types of psycho-developing games for preschool children as fun games, role-playing games, task games, competition games, individual and joint games.

The pedagogical influence of the educator in the course of communication with the child: direct(explanation, demonstration, indication, approval, censure, etc.), indirect(through other persons, a game, a fairy tale, a song, music). Emotionally positive forms of communication should be used. Expressive movements (facial expressions, pantomime, vocal facial expressions) are the motor component of the expression of various emotional reactions, emotional states, play an important role in the communication process.

Must be used methods of teaching expressive movements: playing sketches with a consistent study of postures, gait, etc.; dramatizations using various emotional states; children's recognition of emotions, their analysis and comparison; a technique for using auxiliary means of communication in the process of teaching children the skills of adequate perception and expression of emotions, strengthening certain types of non-verbal communication: facial expressions in drawings, pantomime in drawings, free and thematic drawing, musical accompaniment.

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

and opportunities for children.

The culture of activity is manifested in the behavior of the child in the classroom, in games, during the performance of labor assignments. To form a culture of activity in a child means to educate him in the ability to keep in order the place where he works, works, plays; the habit of bringing the work started to the end; take care of toys, things, books.

To determine what has been achieved in the upbringing of a culture of activity, one can use such indicators as the ability and desire of the child to work, interest in the work performed, activity, independence; manifestation of strong-willed efforts in achieving the required result; mutual assistance in a group of peers.

Already at preschool age, children should gradually form the moral and volitional aspects of behavior. As a result, children older than four years of age in their actions are increasingly beginning to be guided by the motive of public benefit: to quickly restore order in the group or help the newcomer get dressed so that everyone can go for a walk together on time; perform crafts for the game, as a gift to mom, kids.

An important task of moral education is the formation of psychological readiness for work in preschool children. Interest in what adults do in kindergarten, at home, willingly fulfilling the instructions of a teacher, nanny, parents, feasible activity, and then independence in dressing, eating and other routine processes can be brought up already at the age of 1.5-3 years.

This can be achieved provided that the age-related activity of children is taken into account, the task of forming in them feasible independence in everyday life(in self-service), in games and in the classroom. Independence is the most important quality of an emerging personality, its need. If this is not taken into account, by the end of the third year, the child may experience a "crisis of behavior", expressed in outbreaks of negativism, whims.

Regime processes - washing, dressing, sleeping, eating, etc. - provide favorable opportunities for fostering a culture of behavior. Repeated many times, they strongly influence the formation of a child's sense of time, the necessary activity, and independence in behavior.

As the relevant skills are consolidated, the “sphere of independence” of children gradually expands. So, going for a walk, you must not only, without being distracted, dress yourself, but also help a friend. And how nice it is to make a request to a friend, thank him for the service and offer his help: “Valya, please tie a scarf for me ... Thank you ... Now let me tie it for you!”

From time to time, the teacher should specifically vary the environment in which the children eat, wash their hands, and dress:

Children, today we celebrate the birthday of Sveta, Valerik and Tolya! We will make the tables in one line; put fruits and sweets in vases.

Such variability of conditions gives the acquired skills greater flexibility, awareness, and thereby improves the entire system of the child's moral behavior.

In children in the fourth year of life, independence continues to form, the ability to overcome small difficulties. There are more complex requirements for performing actions during regime processes (together with adults, set tables, prepare various materials for games and classes). Gradually, children are given more and more independence, bypassing the demonstration of actions, an opportunity is created for independent exercises in cultural behavior.

Observations show that not all children keep order in the group: knowing that toys should be put away in "houses", they are still not removed. Some children do not always do this, even after a reminder from the teacher. If the teacher, using a game technique, says, for example: “Guys, the car is not in the garage, it will get wet in the rain, let's remove it,” and he himself joins the game process, the children respond more willingly. In other words, an adult, using various means and using various forms, must subtly and unobtrusively, but persistently encourage children to act until they get used to doing the work on their own.

The development of children goes not only in everyday activities and work, but also in the conditions of learning in the classroom. An important indicator of the culture of activity is a natural craving for interesting and meaningful activities.

It is important that the pedagogical task and the methodology for solving it correspond the actual level of development of the child, their age capabilities. If the task is too simple or too difficult, then the child loses interest in it. An important role in conducting classes with young children is played by objects, aids that the teacher uses in the lesson. They should be bright, attractive, arousing interest in children.

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

The effectiveness of classes is determined by the ability of children to apply the acquired knowledge in independent activity.

When forming a culture of communication and behavior, it is necessary to adhere to certain stages:

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

Technique No. 1. The study of communication skills.

Target: identify the formation of communication skills in children.

Technique No. 2. Studying the organizational skills of children in joint activities.

Target: to find out the degree of formation of the organizational skills of the child in joint activities with peers and the influence of these skills on relationships with peers.

Technique No. 3. Learning the skills of a culture of communication.

Target: identify the skills of the child's communication culture, find out what relationships prevail in communication with peers, how often conflicts arise and how the child resolves them.

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

Target: reveal children's knowledge about the culture of behavior in various situations, yield to each other, give up their desires in favor of a friend; to reveal children's understanding of the words friendship, camaraderie, 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 a culture of communication and behavior

in various types of children's activities.

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

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

The task of the teacher: arouse in children an interest in a behavioral problem, a desire to resolve the situation that has arisen.

Teacher actions: introduction to the situation, the story of the educator or the game character, showing the dramatization, video clip, picture.

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

The task of the teacher: arouse in children a desire to speak out, to refer to their personal experience in a similar situation.

Teacher actions: posing problematic questions, appealing to the feelings and experiences of children, using examples from personal experience (children in the group, the teacher himself, children from another kindergarten), targeting various options for solving the problem (what to do).

3rd step. Formulate rules of conduct in similar situations and circumstances.

The task of the teacher: encourage children to independently formulate a rule and list appropriate behaviors.

Teacher actions: support the independence of children, encourage activity in statements, offer different options for discussion, give the final wording of the rule.

4th step. Visual fixation of the rule and how to implement it.

The task of the teacher: awaken the imagination of children, activity in the search for a form of visual fixation of the rule and ways to implement it.

Teacher actions: encourage the initiative and activity of children, offer different materials for the implementation of the ideas and suggestions of children (paints, felt-tip pens, stencils, pictures, symbolic images).

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

The task of the teacher: to exercise children in the practical implementation of the rules to resolve the situation.

Teacher actions: create a problem-play environment, involve children in a communication situation, provide support, if necessary, in choosing a way to resolve a problem situation, include them in the discussion.

6th step. Emotional ending.

The task of the teacher: to consolidate the positive emotional impression of children, to aim at the independent implementation of the rule in communication and behavior.

Teacher actions: express your satisfaction with the actions of the children and end with an emotional moment - a song (for example, “From a smile it will become brighter for everyone”) or a general game.

IV stage: Interaction with parents on the formation of a culture of behavior in children.

An important place in the organization of interaction is occupied by communication between teachers and parents. Parents need to be constantly kept up to date, creating opportunities to get acquainted with the work of the kindergarten in open classes, when attending various general events; post information in the "Corner for Parents"; organize special expositions and exhibitions of children's works.

Positive results in the formation of a culture of behavior in children are achieved with a skillful combination of different forms of cooperation between educators and parents. It is advisable to use both traditional and new forms of work.

parent meetings are group and general. At meetings, parents can be informed about the achievements and problems of children related to their assimilation of the norms and rules of a culture of behavior.

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

• "What is friendship for?"
• "How to avoid quarrels?"
• What is the child afraid of?

Individual and group consultations. Parents of different groups who have the same problems can be invited to group consultations. The goals of the consultation are the assimilation by parents of certain knowledge and skills; help them solve problems.

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

Subject:

• staging general performances;
• production of collective panels on certain topics, etc.

Trainings. A new and effective form of work with parents. Invite parents to discuss a situation together.

Subject:

• “Your child sometimes doesn’t clean up after himself toys.”
• "Toys in a Child's Life".
• "Exhibiting family photographs".

In the process of working with parents, the teacher achieves unity in solving educational problems, in using means and methods of influencing children and providing great assistance in shaping a culture of behavior among preschoolers. The indicators of the effectiveness of the work carried out will be an increase in the activity of parents in discussing issues of education in conversations, their numerous questions to the teacher, discussion of examples from their own experience, the need for individual consultations, and as a result, positive results in the formation of a culture of behavior and moral image of the child.

Guiding children's behavior should combine control with the idea of ​​reasonable independence. Only then do the habits of moral behavior arise. It is one thing when a child behaves as it should, because he is under the attention of a teacher, and quite another when he behaves in the same way in his absence. Only in this case can we consider that the rules of behavior have become the norm for the child. Gradually, children develop the habit of following the requirements of the culture both in personal behavior and in relationships with other people. As a result, older preschoolers acquire the necessary social competence, which indicates their readiness to apply the acquired cultural skills and social value ideas in the new conditions of schooling.

REFERENCES.

1. Bure G.S., Ostrovskaya L.F. Educator and children. - M., Education, 1979.
2. Education of a culture of behavior in preschool children. S.V. Peterina.- M.: Enlightenment, 1986.
3. Preschool pedagogy with the basics of methods of education and training / Ed. A.G. Gogoberidze, O.V. Solntseva. - St. Petersburg, Peter, 2013.
4. Moral education in kindergarten / Ed. V.G. Nechaeva and T.A. Markova. - M., Education, 1984.
5. Shipitsyna L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. ABC of communication. Development of the child's personality, communication skills with adults and peers. - St. Petersburg: "CHILDHOOD-PRESS", 2003.